Teacher Rizha

2011-11-17T00:20:00.002+08:00

We have been all about building rigor into our every lesson, each day in the classroom. This school year in particular, there is a push for making students accountable for their progress, and ensuring their involvement in every step. Constantly, we are reminded as teachers to keep them engaged and involved by giving them opportunities to articulate their thought process. Aside from this, our school has also been making sure to balance our reading and writing across grade levels. As I help my students become more comfortable at both, I prepared organizers that would facilitate their writing and thought process.

I created this Math organizer (or journal entry) and started using it with my 1st through 3rd grade students. I have noticed how this has not only helped them get better at completing BCRs (Brief Constructed Response) during assessments, but most importantly, be more comfortable with writing and communicating their thoughts.

This next organizer is for helping students make meaningful sentences using newly-acquired vocabulary. The silly sentences activity is just a starter, which may be done individually or may be completed by small groups. Students can take turns writing their ideas in the organizer and see what sentence they can come up with! The second page encourages students to add on details. Tell them that a great sentence creates an imagery in the reader's mind. This mind movie will help the reader better understand what the new word is. You can relate this with your context clues lesson as well.

Happy teaching! :-)

Help Reach My Goal

2011-10-19T21:00:00.001+08:00

This was my birthday wish... unfortunately, it was so much harder to get to my goal than I thought. :-D

If you come across this, and you're willing, it will make a lot of difference to the children.

Thanks!

http://wishes.causes.com/wishes/364575

2011-06-18T14:50:00.003+08:00

THANK YOU SY 2010-2011!

Last school year had been a challenging year for me. After 5 years of teaching in my comfort zone, an opportunity came for me to teach abroad. I shall not be elaborating on the whole process, but just that I got here safely. In that 16-hour solo flight, I traveled halfway across the globe with nothing but a suitcase and a backpack of necessities, AND a great determination to pursue a dream. Indeed, much has to be learned and relearned, and at some point, unlearned. This is especially true in a setting, which has different systems, culture, and expectations than what I have grown accustomed to. Admittedly, there were times when I fell back to feeling zero. Going to school each day, it was easy to feel vulnerable and uncertain. There were times when I found myself wondering whether this was worth all the trouble and the homesickness I had gone through. Sure, this dampened my spirit, but I knew from the start it won't be easy. Opportunities they say are often cloaked with challenges. Learning the ropes as a special educator was more than just lesson planning, preparation, holding classes, and participating in a student's IEP meeting. It demanded a lot of collaboration with colleagues and specialists, and constant communication with parents. Another big bulk of our time, I discovered, was spent on paperwork (reports, documentation, documentation, documentation!). The good thing about having a lot of things to do though was that time passed quickly. The good thing about being vulnerable, was letting walls down and allowing relationships to build on naturally. The good thing about uncertainty is pushing on harder, seeking help from others, and keeping faith in God's best plans.

I am grateful for the lessons gained from last year. All these experiences allowed me to appreciate even more my family and friends both far and near, who have turned the journey from being bearable to enjoyable.

Silly Bandz

2011-02-16T08:59:00.004+08:00

Silly bandz’s indeed nothing but silly. It’s just another kid fad that’s such a waste of money--not to mention being too much of a distraction in class! Kids fight over them, secretly arrange swaps in bathroom stalls, fiddle with them in class when they could have been paying attention, and lastly, sneak up in attempt to whip confiscated bands from drawers and shelves and into their pockets when the teacher’s not looking (or so they thought she wasn’t).

Right, I think I’ve made that clear. I detest these exaggeratedly distracting colorful neon bands!

So why do I own one? This is the story:

John looked up from his work and smiled, “I love you.” He ignored the snickers and took out one pink band from the three he had on his wrist. “This is for you…it goes with your color,” referring to the cardigan I was wearing that day.

“Thank you John,” I simply muttered as I was too occupied finishing up the lesson with my small group.

The next day I came to class, he walked right up to me, and checked out my wrist.

“Where’s the band?,” he asked, his handsome face, dismayed. Caught off guard, I made up a little story about how I had taken it off and set it on a special place in my room while at the back of my mind, I wondered: “Where indeed did I ever lay that band?”

As we rushed about at the end of the day, John stopped by the door and asked me again to make sure that I had the band in that special place because it “had a word on it.” Besides, the one he had left didn’t have the same word on it. And that was when I noticed he only had the green band left on his wrist.

When I got home, among other things I had to do was: recall where I last placed it and there against the contrast of the shelf, the rubber band glowed. It said:

So to make my little story true and keep my promise, I placed the silly band in my little jewelry case.

Butterfly 101 Learning From a Kindergarten Class

2010-05-15T13:18:00.005+08:00

When it's Friday, and we have a lot going on, it's difficult to catch up with me--and I mean this literally. So when a few kindergarten kids came running and calling, "Ms. Ubal!" my first thought was, "Oh no! What is it this time? Who did what, and who did it first? But I was wrong. They just wanted to give me these butterfly stamps, supposedly, "for being good, " and "for behaving well." That's how the reward system worked, and yes, I was careful not to wash them off so I could share them with mom.

What's with the butterfly? They have started learning about butterflies this April, and now, they are slowly becoming experts.

April 12th, the butterfly garden kit came, and they were so eager as the teachers unwrapped the package and shared the contents: "Your larvae will be in a cardboard box that says "Live Butterflies – Open Immediately." Inside is a container with three to five small caterpillars and adequate food for the caterpillars development. Now the fun begins!"

Each day they would tell me great news about their caterpillars growing fatter and bigger. I would hear them chant: "The egg, the egg...the caterpillar or the larva, the larva then the pupa, the pupa then the butterfly!" They would worry about a caterpillar which wasn't moving, and thought it might be dying.

Then in 7 to 10 days they saw the fascinating change as the larvae started turning into chrysalides. The caterpillars climbed to the top of the cup and hung down “head first”--just like a "J" as they had seen in the story book the teacher read to them. Classroom management had been more efficient because all the teachers had to tell them was: "the caterpillars would die if they get too noisy..." They were told it was crucial that they not be disturbed at this point as this was their most vulnerable stage.

They were little scientists working and observing changes each day, noticing captions and the changes: from larva observation to larva and pupa...

The darker the chrysalides grew, the nearer the day when their adult butterflies would emerge. They couldn't wait to see this...and after about another week, they were worried as they saw blood stains in their butterfly pavilion but the teacher pacified them. And this I learned: "As a butterfly comes out, it will rest in a vertical position while pumping its wings into full size. They do this by forcing blood under pressure into the veins of the wings. One to two hours after emergence, the wings will be full-sized and hardened, and the butterfly will be ready to fly."

photo credit:

They later told me, it wasn't blood stain after all. The red liquid which looked like blood oozing from the butterfly's tail end was called meconium. (Say that again? "Meconium, Ms. Ubal!, they chorused--"It’s the left-over color and unneeded tissues from the butterfly’s wing and body formation," the teacher added).

When the adult butterflies finally came out, we were able to feed and observe them. Using flowers, wads of tissue balls soaked in sugar water, and orange juice, we actually witnessed them furling and unfurling their proboscis to take a sip of the mixture. This, was new to me. I had always thought they sipped through their mouth or through a sucker which comes out of their mouth.

photo credit:

We spent a good time planting our butterfly garden and when it was time to release the butterflies we raised in our classrooms, some kids couldn't help but get emotional. There were a few who shed their tears and they were debating over whether it would have been better to keep them in the pavilions in the classroom or release them. Out in the open, they said, other animals might eat them or the weather might kill them. While some said, know, they're going to pollinate flowers and still a few ones screamed, "they're on their way to Mexico!" (They had heard a story of the Magnificent Monarch's Migration).

So they were actually using "big words" in correct ways. They were learning about seeds, parts of the plants, and insects. More than these, they were developing at an early age, a sense of accountability for their surroundings.

They are hoping that one day, the butterflies they released will come and visit them--just like the storybook they recently read in class.

So this is the story of my butterfly stamps, and I think the kids earned and deserve them, too.

Looking Into Idioms

2009-10-24T14:12:00.002+08:00

What is an idiom?

An idiom is defined as a "group of words (or a phrase) which have been taken together to have different meaning from the individual meanings of each word (Seidl, McNordie, English Idioms, 5th Ed.).

This means an idiom, cannot be understood literally or if you combine the meaning of each word, the meaning may be unclear. Take "to be on the level" for insance. If one asks you, "Are you sure that she is on the level?" you can only make a good guess as to what he (or she) is inquiring about. Relying on your inference skills, you might think that "on the level" means someone having the same caliber or belonging to the group. Actually, this idiom means honest and sincere, or something genuine.

It may also be that the words which make up the idiom can have a literal meaning in one context but a totally different sense is another. For instance, the blue-eyed boy (girl) when used as "You're such a handsome little blue-eyed boy, aren't you?" carries different meaning as "You're a blue-eyed boy, aren't you? That's why the manager likes you, and you are well paid." In the first one, the phrase "blue-eyed boy" means the literal: a boy having blue eyes. The second one, however means that you are a favorite, a protegee or "apple of one's eye."

Here are some of the idioms:

to pelt with rotten tomatoes or to throw rotten tomatoes

this is from the vaudeville-era cliché of throwing tomatoes and other products at stage performers if a performance was particularly bad.

Oh, I'll be there. I'd be pelting rottem tomatoes at you!

The cast and crew suffered after the critic threw rotten tomatoes at them.

rotten luck

bad luck.

Just my rotten luck! I've had nothing but rotten luck all day.

rotten to the core

really bad; corrupt.

That boy is rotten to the core! The operation team is rotten to the core.

spoiled rotten

indulged in; greatly spoiled.

These kids have been spoiled rotten! She was spoiled rotten when she was a child, so she's used to such extravagance.

a little bird told me

from a secret source

Some say the origin of this is biblical in source: Ecclesiastes 10:20 "Curse not the King, no not in they thought; and course not the rich in thy bedchamber: for a bird of the air shall carry the voice, and that which has wings shall tell the matter."

Others believe it is derived from one of King Solomon's story, where Lapwing flew to Ethiopia and told the Queen that King Soloman had a strong desire to see her.

English stories have used birds as messengers in most romantic stories.

How did you just know that? I fixed it this morning

Ah, a little bird told me.

birds of a feather flock together

people of similar characteristics or interests will most likely want the be in each other's company

Max and Allen are good friends.They both have the same interests, and as we all know, birds of a feather flock together.

a bird's eye view

1. a good overall view or survey of a place, thing, etc..

Let's climb up there to get a bird's eye view of the town.

2. a brief survey of a subject, or area of knowledge

I need a book that gives a bird's eye view on this topic.

kill two birds with one stone or hit two birds with one stone

achieve two aims with only one effort or action
They're both in there. Good, I need to speak to them both and kill two birds with one stone.

a bird in the hand (is worth two in a bush)

It is better to be content with what one has or could easily get than to risk attempting to get more and lose everything in the end.

an early bird

someone who gets up early in the morning or gets the work done earlier than others

a home bird

someone who prefers spending his (or her) time at home

an odd bird

someone eccentric, having a strange way of life

piggy in the middle

a third party between two opposing groups
I felt like a piggy in the middle when they were arguing.

a pig in a poke

a purchase that was not properly examined before it was made
I'll make a bid for it but I can't buy a pig in a poke.

make a pig's ear (out) of something

make a big mess, do it badly
I asked her to decorate the room for the party. She made a pig's ear of our living room!

make a pig of oneself

to humiliate or embarrass
By uttering those thoughtless remarks, he made a pig of himself.

in the limelight

be the center of attention, in the public eye

Being always in the limelight has taught him a good thing--to be careful with his speech and actions.

bring someone (or something) to light

reveal new facts or information
Our conversation brought to light many things about Tina that I hadn't realized before.

see the light

be converted in one's way of thinking, realize one is wrong
They wanted to rebel against the king but when he explained the situation, they began to see the light.

light at the end of the tunnel

promise of better things after a long time of difficulty or hardship
She saw the light at the end of the tunnel when a small publisher promised to publish her first book.

Teacher Tips: Setting up and Getting Organized

2009-10-05T16:19:00.002+08:00

You know how busy a day can get. Surely, you would want to set up and organize to save time that you would otherwise spend on preparing lessons, keeping records, and actually holding class. Here are more helpful suggestions you might want to check out:

Keeping Tab

When reading a magazine or a book, or surfing in the internet, you're liable to run into a valuable website, article, or activity which you might want to use later in your class. Write the web address or the magazine volume and book title on a scrap of paper right away. Before you lose this, transfer it into a sticker label. Simply peel off the sticker paper and stick it on a folder for safe-keeping. It would help to keep a stick-on paper handy. It'll save you time from having to rewrite the address and magazine or book titles. Better yet, using a notebook, divide it unto headings (short stories, poems, arts and crafts, news, etc.) and stick the label under the appropriate category. Writing short descriptions and including the author's name and page numbers for those coming from magazines and books will help you keep tab of your references.

Case 'Em, Box 'Em, File 'Em

(photo credit: www.womansday.com/.../Crafts/Desk-Organizer.html)

By teaching your students the basics of classroom upkeep--"a place for everything, and everything in its place," you can save time and effort that you would otherwise spend on looking for materials. Help each other in organizing supplies such as crayons, erasers, scissors, glues, thumbtacks, paper clips, and even extra worksheets. If you're with younger kids, keep the sharp objects in containers which they can only reach with your help or an adult's assistance.

It's good to know that desk organizers are readily available to help you with this task. You can buy trays, boxes, and racks for storing and managing classroom supplies. Even old pill boxes can be used for smaller items such as paper clips and tacks.

But if this is exhausting your budget, you can ask the kids to bring empty video cases, shoe boxes, tissue paper tubes, and even cylindrical containers (for food such as Pringles, Lays). Just make sure that their parents have been properly informed. You can set a time during the first week of classes for kids to help you decorate these boxes and tubes.

Video cases are sturdy and they can store your flashcards, fun facts, and activity sheets. Students can use their shoe boxes for their personal belongings and they can leave these in their desk. Another way to use these shoe boxes would be gluing them together and painting over or wrapping them to resemble a cubbyhole or mailbox. Encourage students to write down reminders or words of praise for a classmate and leave it in their "mailboxes." You can also use the makeshift cubbyhole for the kids' extra activity sheets. When they finish ahead of their peers, they know where to get their extra activities and return them when they're done. It can also serve as their "homework" box where they turn in assignments at the start of class.

Plastic envelopes and expanding files are useful in storing reproducibles, activity sheets, bulletin board or display cutouts, and letter patterns. Label each envelope and arrange them by themes or by month. However, the envelopes can only hold as much. Don't fill them into bursting. Shirt boxes may be more appropriate if you have a lot to put. You can buy them at local bookstores for P 12.00-20.00, depending on the size.

Sub-t-rack

In a smaller school community, it is most likely that the substitute teacher knows your student. Even then, it would be better to make sure that things come in handy. What might your substitute need in the sub rack or sub tub?

Arrange the following in a tray or tub: attendance sheet or class roster, seat plan or arrangement, procedures or instructions for the activities, and a thank you note or treat. You might want to include a class profile, which is simply a folder, containing the kids' photo, their names, and particular information the teacher has to know about the child. Although lesson plans and activities may be e-mailed or phoned in for the substitute, leave extra worksheets or games the kids can engage in when they're done with the tasks.

Start it Write

Leave messages or reminders for kids to see when they come in the next day. Like most teachers, you might refer to this as "morning messages" or a reminder corner.

Stick-a-Quick-Check

(photo credit : http://www.stunme.com/images/stick_it_note.gif)

Stickers have a myriad of uses. You can label things with them or make them into name tags. Specialty and character stickers may be used for rewarding students' good behavior.

Bright, solid-colored stickers are good for marking off deadlines, exam days and special events in the classroom calendar. Lastly, you can stick them on a kid's reminder notebook or workbook in case he missed out activities in class, and affix your signature when the kid has accomplished the task or simply peel it off. Sometimes, however, they may leave adhesive residues on the book surface or tear the paper altogether. A stick-on note may be an alternative. You can easily remove it when a kid is done or the activity has been checked.

Personal Prayer: Reign Over

2009-09-29T00:32:00.003+08:00

People may smile around me

And say or nod hello--

I may, at times, claim I know "me,"

But in the coldness, in the void--

No one else does but You.

Deep inside my being--

The very parches of my soul,

When I am frail and doubtful

You know, you know what's going on.

In the sea of loving faces,

How do I say I feel alone?

Reign over me

Let me shut out all the noise

Stop me from hanging by a moment,

Allow me to watch the time to go by

without a care in this world--

Liberate me.

Reign over me

Let the music seep in and reverberate in me;

To dance and sing and praise,

Unaffected by what others may think;

In the silence, I will listen only to your voice--

Pacify me.

Reign over me

As I gape up at the heavens

in wonder at all the stars in place

What is there beyond?

What have you laid out for us all?

Wash me--

Let the torrents and torrents flow down my face.

And with these tears,

Make me one with the sufferings of the Earth.

Reign over me

Lavish and bathe me in sunshine,

So I may know its warmth

And Love, in all its glory, bask in it.

Reign over me

Let me hear the laughter

resonate the hollowed corners,

Watch the walls crumble at my feet,

Hold on to nothing, live by Faith.

Reign over me

Let me make this right,

Surrender all my battles,

And begin to see Life for what it REALLY is.

And know what it's WORTH.

Public Speaking Guide: Beating the Humdrums

2009-09-28T23:46:00.006+08:00

Humdrum-rolls please...

I'm challenged when standing in front of my class or giving a lecture and I'm aware that people aren't listening to what I'm saying.

I know this because I can be easily distracted myself. I can be sitting at a pew in church supposedly listening and digesting what the priest is saying until my vagrant mind (or eyes) catch on something else.

One Sunday, for instance, the buzzing traffic and crying kids eventually drowned the priest's voice, and I became more aware of the surroundings than what he was imparting. In a corner hung signs or reminders for Maximizing Church Attendance. One of these particularly caught my attention:

"Churchgoers are reminded to participate actively by joining in the singing and responses. Fight off destructions*."(Now that really got me distracted).

When can being distracted become destructive?

Considering that people can get easily distracted, what must we look into when addressing a crowd (which we, as teachers often do)? How do we eliminate and minimize distractions?

Talking or conversing is one of*the most common activities we engage in everyday. Even just through observation, we can tell how too much nasality, stridency, shrillness, fast, choppy or slow talking, mumbling, monotony, and lack of contact can badly affect an otherwise interesting insight, informative discussion, or an appealing image.

Dorothy Sarnoff, singing star on Broadway opera and TV and speech consultant in her Speech Dynamics and Cosmetics school, pointed out how Speech Can Change Your Life. As it turns out, this book proves to be a very useful and humorous reference.

We all strive to sound like the best we can possible get. Not only because we have a message to convey or we are aware that people judge as by our speech, but because we owe it to ourselves.

1. He would make a lovely corpse.
(Charles Dickens, Martin Chuzzlewit, Chapter 25)

It is said that our voice can tell the worst lies. You can say, "I'm exhausted" and yet give an impression that you are well-rested. Have you ever tried listening to preachers or leaders, who, after delivering their speech, leave you feeling empowered? Or teachers and lecturers who have, throughout their lecture, made you nod in agreement, raise your brows quizically, snicker at some point, or nudge a seatmate? Most likely, they have been--at least--effective in momentarily holding your attention.

Through observation you can say that the energy and life they have put into their voice have put more spirit in their speech. And this spirit is contagious. You won't be tempted to come up with funny visions of a corpse talking to you.

It is always emphasized that the art of speaking, telling and retelling anecdotes would involve the proper use of the following: stress, timing, articulation, and rhythm.

Just a short recall. Stress is the emphasis speakers put in a syllable of a word or a word in a sentence. A change in stress, may lead to a change in meaning. Timing would then be the pacing. You regulate the pace of your speech--make it fast, slow, or steady and moderate to get the optimum effect.Articulation has something to do with the utterance of words and sound production. Lastly,you have to consider the rhythm. By alternation of strong and weak elements in the flow of sound and silence in speech, you can put emphasis on emotions. These should go together to suit the mood and tone you are trying to create.

You have to make the students understand these aspects and train them in the use of these elements when it is their turn for public speaking. Remember, if you have to tell an audience that you are scared, you must at least sound believable.

2. Just let the wordrobe do the acting.
(Jack Nicholson : Just let the wardrobe do the acting. )

You are often told to enrich your vocabulary. Perhaps this is what you've imparted to your students as well. You actually train them to use new words which they meet along the way. A good vocabulary is like a wardrobe. You can always pull out and put together something to use. But knowing words is one thing, and how to use it is another.

There's nothing wrong with venturing and using new words. That's what we encourage our students to do. When you use a word, make sure that you know its meaning and its pronunciation. Make the dictionary a friend. This will save you from embarrassment later on.

When I was in college, I almost cringed in the middle of my read-aloud when my professor corrected me, "Millet \mē-ˈyā, mi-ˈlā\," she told me again and again.

My sister also shares how, in a gathering, the person tasked to introduce the speakers had said over the mic,"I am proud to say that our guest speaker is a scatterbrain!" Later, she tells them that she thought that "scatterbrain" meant "multi-talented."

You should also be warned against sesquipedalian-isms. Sesquipedalian originally means having many syllables, but it also gained connotation of being highfalutin. Remember to get to know your audience well and use the appropriate words. There are also long words which may sound "stilted" today. For instance, know when to use "begin" for "commence," "home" instead of "domecile," "edifice" for building, and so on.

"There is not one correct speech. It is fine to have an accent and to maintain regionalism." This is what you are often told in workshops to improve your speech. But you are also later told to eliminate mispronuncations and tarnished sounds that distract from what you are saying.

Lastly, honor your vowels. As Dorothy Sarnoff says, "Don't talk in Morse Code." As good exercise,this is what I learned from our ESL teachers--effective use of tongue twisters and singing:

I could have danced all night, I could have danced all night,
And still have begged for more. I could have spread my wings
And done a thousand things I've never done before.

3. To "er..." is human (and other distractors)
The use of "er, um, and such" is common. You must recall that once or twice, you had been busy tallying their frequency in speech rather than actually listening. These are called "padding" in speech. And they count as one of the major speech distractors. The best remedy you are offerred is to think about what to say and rehearse it (not memorize). Familiarize with the use of cue cards, if they are allowed. And lastly, it is better to pause momentarily than to fill every second with "ers."

Another distractor is frequent throat clearing. Throat clearing does not only irritate the speaker's throat, but your audience ears as well. As listeners, it makes you squirm and wince in your seat, afraid that the speaker's throat might lacerate. Or it makes you want to clear your throat as well. Drinking tap water is helpful. Or if no glass of water is available, the speaker's last option would be to gulp down his saliva.

Lastly, you have the visual distractors to consider. This covers gestures, movement, and your whole appearance. Remember, as kids, you were more aware of sagging stockings or lipstick-smudged teeth than the speaker's discussion.

Gestures should be used sparingly and properly. As speaker, you don't have to raise your hand whenever you want to make a point.

Also, never underestimate the power of a good eye contact.

4. A clove of garlic, a jug of wine, and thou.

Aside from hygiene, there is another obvious reason why teachers or speakers brush their teeth or spray mints before addressing a group.

It can boost your confidene knowing that your breathe smells fresh when you talk to them. You can open
our mouth wide and enunciate all the syllables if you like. Besides, a spray, which are sometimes inevitable wouldn't be that bad.

*Fortunately, they changed the sign to "distractions."

Remembering Russell's What I Have Lived For

2009-09-27T21:29:00.014+08:00

What I have learned about Bertrand Russell was limited to a few things. This is what I can recall from university classes…

First, he was born Bertrand Arthur William Russell. Second, his parents were considered radicals of their time. Third, Russell was home-schooled by a series of tutors and was raised by his grandmother when he was orphaned at the age of 4. Fourth, he was a grandson of a British prime minister. Fifth, he devoted much of his public effort to matters of social welfare, in which he was later considered a champion. Lastly, he wrote an essay called Why I Am Not a Christian.

I came across him once more while preparing for the socio-historical context of George Orwell’s “The Animal Farm,” and then again for “Anne Frank: Diary of a Young Girl.” Both of these novels were for my Level 8 class.

Bertrand Russell was jailed for writing a pacifist pamphlet during the First World War, campaigned against Adolf Hitler for nuclear disarmament, and attacked Bolshevism and Stalin in 1920. In the 1950’s he was awarded the Nobel Prize in Literature “in recognition of his varied and significant writings in which he champions humanitarian ideals and freedom of thought.”

Russell was known to have added a five-paragraph prologue to a new publication of his autobiography. This summarized his work and life and was titled, WHAT I HAVE LIVED FOR. He was 84.

WHAT I HAVE LIVED FOR

Three passions, simple but overwhelmingly strong, have governed my life:
the longing for love, the search for knowledge,and unbearable pity for the suffering of mankind.

These passions, like great winds, have blown me hither and thither, in a wayward course, over a deep ocean of anguish, reaching to the very verge of despair.

I have sought love, first, because it brings ecstasy—ecstasy so great that I would often have sacrificed all the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness—that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss.I have sought it, finally, because in the union of love I have seen, in a mystic miniature,the prefiguring vision of the heaven that saints and poets have imagined.This is what I sought, and though it might seem too good for human life,this is what—at last—I have found.

With equal passion I have sought knowledge.I have wished to understand the hearts of men. I have wished to know why the stars shine. And I have tried to apprehend the Pythagorean power by which number holds sway above the flux. A little of this, but not much, I have achieved.

Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people a hated burden to their sons, and the whole world of loneliness, poverty, and pain make a mockery of what human life should be. long to alleviate the evil, but I cannot, and I too suffer.

This has been my life. I have found it worth living, and would gladly live it again if the chance were offered me.

I may not be a follower or a believer of everything that Russell has proposed. Yet, this addition to his prologue continues to resonate in me. It also reminds me of similar reflections by Kahlil Gibran. They are so simple in language but filled with powerful emotion that echoes some of humankind's longings and sentiments.

My only regret, though, is that I wasn’t able to use this as a tool for one of my Level 8 Reading classes. It had been great for my personal consumption and self-assessment. Still, it would have been better to have shared this with the students--to have them explore “WHAT I HAVE LIVED FOR” within their cultural context and discover what they feel so strongly about.

The Four Agreements:The First Agreement

2009-09-06T22:34:00.009+08:00

The First Agreement:

Be Impeccable with your Words

The word may be, in any language, a written or spoken symbol, often defined as “arbitrary” in its nature. But never underestimate its power.

It is so powerful that it can transform lives or destroy them. It may seem an exaggeration, thinking that people have minds of their own to decide whether or not the words they have heard or read are even true enough as to allow these to influence their beliefs, judgment, and action. But it is put this way: the human mind is like a fertile ground where seeds are continually sown. The seed may be an idea, an opinion, a feeling or even a hunch. The seed may nurture and help us grow, or it may cut deeply causing separation, unnecessary pain, anger, and resentment. And no matter how intelligent, learned, or scholarly we may be, we are never immune to getting hurt. The seed, whether it is good or bad, has attached itself to the fertile ground, and there it continues to grow.

Isn’t it that as parent, as teachers, as examples, we are often reminded of being “impeccable” even when provoked or at the worst circumstances? It is similar to this story a preacher once told. A wife invited several friends over for dinner. At the table, she turned to her daughter, a six-year-old, and said, “Would you like to say the blessing?” To this the girl answered, “I don’t know what to say.” But the mother insisted, “Just say what you hear Mommy say.” The daughter bowed her head and said, “Lord, why on earth did I invite these people to dinner?”

We never know when the little eyes or ears are watching and hearing our words. Even if we aren’t around the little ones, we never know when the things we say are already piercing someone right through.

Don Miguel Ruiz cites Adolf Hitler as the best illustration for this. Hitler’s words will be remembered for centuries because through these, he manipulated a country, and by planting seeds of fear, doubt, and hatred, he persuaded people to commit the most atrocious acts of massive destruction.

Or simply, this…if you tell a child she is ugly, even if she isn’t, it is most likely that she’ll believe what you have told her regardless of what she sees in the mirror. If you honestly tell the person he can do it, it is more likely that he will remember that when he is in doubt. For as long as it is said with honesty and best intentions, it is going to be effective.

How painful can a word be? It’s this. A mother who comes to her crying daughter’s side asks, “Did your friend hurt you?” The daughter responds, “Yes.” Again the mom asks, “Where?” The kid says, “Right here,” while pointing to her heart.

The old saying bears truth: “If you don’t have anything positive to say about someone or something, don’t say anything at all.” It all boils down to speaking with integrity (and this includes “mean what you say”).

No wonder Don Miguel Ruiz says that the first agreement is the hardest to keep. With this I agree. An awareness of the importance of being impeccable with our words can go a long way and keep us immune from useless guilt and pain.

*****

The Four Agreements: The Second Agreement

2009-09-06T22:31:00.007+08:00

The Second Agreement:

Don’t take anything personally.

In the next chapter, Don Miguel reveals another source of needless suffering we tend to entrap ourselves in. He says:

The person throws you poison and it becomes yours…You eat all their emotional garbage, and now it becomes your garbage. They can hook you easily with one little opinion and feed you whatever poison they want, and because you take it personally, you eat it up.

You become poison and trash because you swallow them into your being. Because you have allowed them to.

As teachers, we get feedback all the time. A comment, a praise, a remark, a criticism—all forms of feedback. When someone comments about our work, we always tell ourselves this: “It is about what you’re doing (or not doing), and not about you.” As the veteran teachers tell us, “It is nothing personal.” And true enough, it eased a lot of burden and undue anxiety. As the writer says, when it becomes personal, our tendency is to defend our beliefs or ourselves$2C which is our very nature when attacked.

So whenever we are bound to make it personal—that our personhood, not our action alone is being attacked, think about what he has written: “Nothing others do is because of you.” It should not affect us because we should know better.

But what if there has been something in what we have done or how we have done things that had really been thoughtless? Then, we will learn from that and assume full responsibility to avoid being perceived otherwise.

It also goes back to the first agreement—if someone isn’t impeccable with his or her words, let us not be his or her victim.

Humans are addicted to suffering at different levels and to different degrees, and we support each other in maintaining these addictions… If someone is not treating you with love and respect, it is a gift if they walk away from you. You have to trust yourself and choose to believe or not to believe what someone says to you.

*****

The Four Agreements: The Third Agreement

2009-09-06T22:23:00.010+08:00

The Third Agreement:

Don’t make assumptions.

What is an assumption? An assumption, as the dictionary defines it, is a statement taken for granted as true. One favorite hobby that we engage in is making assumptions about a lot of things—people, choices, decisions… even the weather! And again, the book hits us because there’s some truth in what the writer says, “We make an assumption, we misunderstand, we take it personally, and we end up creating a whole big drama for nothing.”

According to him, we appear to have grown this habit of “dreaming with no basis in reality.” We make mistakes when we assume that everyone sees life the way we do. We also make this mistake when we make assumption about ourselves. The best thing would be to gather facts about a particular situation and reserve judgment. What we really need to do is to stop lying to ourselves and communicate facts, with the impeccability of our words.

He cites this example, which quite a handful of us would have done at one time or another: You walk into a mall, for instance, and see the person you like. The person turns to you, recognizes you and smiles, and then walks away. In this single experience, we can make a lot of assumptions. He says, making assumptions about relationships, romantic or not, is really asking for problems. If they do not do what we assume they should do, we resent them and react, “You should have known.”

Because our actions can as well be “misinterpreted” and assumed for something else, it is wiser to make sure that the action and the words coincide. It is better to ask, to talk, and to clarify, for actions can also be misleading, and “words a source of misunderstanding (as told by The Fox to the Little Prince).”

We should not assume that people act the way they do because of us, or they should act the way we assume them to. As the writer puts it:

Often, when you go into a relationship with someone you like, you have to justify why you like that person. Then you make assumptions, one of which is “My love will change this person.” But you know this is not true. If others change, it’s because they want to change, not because you can change them…The way to keep yourself from making assumptions is to ask questions. Make sure the communication is clear. Have the courage to ask questions until you are clear as you can be, and even then do not assume you know there is to know about the given situation.

*****

The Four Agreements: The Fourth Agreement

2009-09-06T22:15:00.007+08:00

The Fourth Agreement:

Always do your best.

Our best will be different at certain degrees. When we feel low, our best is just “pretty good,” and when we are in high spirits, our best is indeed the finest. But why does Don Miguel Ruiz, like most self-help and self-empowerment writers, push us to doing our best? He says that under any circumstance, even just by simply doing our best, we avoid self-judgment, self-abuse, and regret.

As a good example, the writer cites Forrest Gump. He doesn’t have extraordinary ideas but he took action. He is happy not for the rewards that came out of his actions—in fact, it seems that he does not expect a reward at all. Yet in every action he undertakes, he gives his best.

We are always told to do this: to live each day with maximum effort, diligence, and performance. Doing our best is a good habit to have. We do not need to know everything or to prove anything, but we owe it to ourselves to always give our best. You don’t expect to be perfect—be impeccable with words at all times, never taking things personally, or never making another assumption—but, you can certainly do your best a all times.

Again, this agreement is not easy to keep, but it allows the rest to become ingrained habits:

Just do your best—in any circumstance in your life… You can have many great ideas in your head, but what makes the difference is the action. Without action upon that idea, there will be no manifestations, no results, and no rewards.

Pluggin'

2009-08-11T13:31:00.008+08:00

ABOUT i-STORYA*

For supplementary income, I tutor kids from preschool to high school. Helping them out with their homework and projects, one night, I learned how little they know of our own Philippine Literature and how few the sources are in the internet. Only then did I realize that I am grateful because my sisters and I grew up enjoying and hearing folklore retold by our grandmother and later by our mother, who teaches (still teaching at 69!) Filipino in college. Even our university professors used to challenge us in employing Philippine folklore whenever we can, so kids may enjoy them (or even simply know that they exist).

I hope this will somehow respond and supplement our needs in the classroom.

The purpose of putting up i-STORYA is to preserve Philippine stories for reading enjoyment and for the benefit of our students who are seeking these kinds of information.

Many regions of the Philippines are rich sources of folklore. They are teeming with myths, legends, plays, riddles, and numerous folk materials.

The summaries I have posted here and the information regarding our literature have been written with every possible means used to preserve and convey the vigor and charm of our customs, the uniqueness of our mores, and the style and spirit with which these stories were retold by the informants and famous Filipino authors.

References:

Panitikang Piliipino. (2nd Edition). Maria S. Ramos, Obdulia L. Atienza, Lucila A. Salazar, Anita R. Nazal. Katha Publishing Co., Inc. 1984
Panitikan ng Pilipinas. J Villa Panganiban, C.T. Panganiban, G. E. Matutue. Bede's Publishing House, Inc., 1987
Philippine Legends. Gaudencio V. Aquino. National Book Store, Inc., 1972

*"Istorya" in our Hiligaynon dialect is synonymous with:
V: converse, chat, discourse, speak, chatter
N: conversation, story, history, account, narrative, colloquy

"malip-ot nga istorya" = a short story

Wake Up Call: Teacher's Creed

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

Jullie Mc Clellan,whom I unfortunately do not know (YET) wrote this Teacher's Creed that I came across.

I believe I have been called by God to teach.
I believe in children...young and old...black and white...rich and poor....each in need of learning.
I believe in blackboards, chalk dust, textbooks, and computers for each has a part in imparting knowledge.
I believe the love I give to my students will someday be reflected in their lives.
I believe the gift of teaching is not measured simply by marks, enrollment, or the end of the school year.
It is in the witness I give and the fullness of the life lived by those I teach.
I believe I have the power to lead those in need of learning to the threshold of their own minds.
I believe in my giftedness to use each of the tools available no matter how new or old..for the light of knowledge in the eyes of another is my goal.
I believe teaching is more than tests, diplomas, paperwork, and fundraising.
It is the values I breathe daily into another...slowly.
It is in the faith I share in Jesus...ever changing and growing...never ending.
I believe my success today goes unnoticed...until those I teach and touch can stand alone and say "in my life I have learned..."
I believe if I have taught and touched one person...in God's name...I have used my gift to me justly..and can humbly say...
I believe in teaching....
I AM A TEACHER!!

~For after all, if I do not believe in the nobility of teaching...then why am I in this profession. What am I here for?

Backtracking: My Survival Kit

2009-08-07T22:33:00.021+08:00

In one of our annual in-service trainings dubbed as TSI (Teachers' Summer Institute) five years ago, a mentor told us that as much as we want (and hope for) the best whenever the school year opens, we should not get ourselves frustrated and burned out when things do not go as planned. She said, and I quote, "Let's face it. We want a smooth first week and orientation of classes but expect that NOT everything will be okay. But preparation can lessen our anxieties." True enough, we came to realize that for even the most prepared teacher, the start of a new school year can be overwhelming. Clearly, it is a plethora of heightened emotions--excitement, energy, enthusiasm, apprehension--which may sometimes lead to a stressed-out feeling at the end of the day. Finally, all the things learned in university classes (if you're one of the new teachers) and in-service trainings (if you're a continuing teacher) will be put into action--if not to test. And every year seems to pose a new challenge . . .

These are the things which worked last year (and years and years back). The ones which did not work I had to either modify or unlearn.

SETTING UP THE CLASSROOM

O' Shea and Rosenberg, in their book Student Teacher to Master Teacher, reiterate the need to "set up for instruction." Orchestrating the physical environment is a crucial variable in the design of a successful classroom. This is emphasized as well in the principles of De Porter, Reardon and Nourie's Quantum Teaching. Aside from being conducive to learning, the classroom should make the kids feel that they are welcomed and encouraged to learn. Aside from the physical arrangement of tables, chairs, and shelves or wall and bulletin board decking, preparing the classroom for learning encompasses the following: private and public spaces, easy lines of vision, storage, and aesthetics (O'Shea and Rosenberg, 1991).

Although most of us, teachers, are limited by classroom resources and the area which our schools have, we can arrange our tables, chairs, bookcases, and filing cabinets to provide kids with private and public areas. Public areas where they can do their small group activities or where you can read and tell stories to them. Private areas allow them a space for working on tasks independently or working on activities which require much concentration. They are made to understand that this is their "quiet" time place. In a classroom which offers little area to accommodate these public and private spaces, the tables and chairs are "movable" in the sense that the students can break apart and work individually or rearrange their tables and converge when working as groups. The remaining corners of the room are for file cases and shelves. Or, these corners may have mats or cushions where students can have their "quiet time" for reading or studying . . . Just make sure that the creative arrangement of the tables, chairs, and shelves considers the traffic or movement patterns of the students in a typical busy classroom. And remember that the "quiet/private" spaces should not be so isolated or secluded from the "teacher's vision" that it becomes an appealing hideout for potential mischief. At the same time, ensure that the whole classroom is not too crowded that it becomes an accident prone area.

This leads us to the next element, which is easy line of vision. Simply put, it means that the classroom should be set up in such a way that the teacher can monitor the movement and behavior of students throughout a given time span. Sometimes, at the beginning of the school year, we give students opportunity to choose their own seats. As the year progresses, however, we have to assess whether or not this seating arrangement is helpful, so we can re-arrange whenever needed.

There are certain teacher "proximity zones" in the classroom, and knowledge of these zones might help teachers place students where they deem most fitting and beneficial. Savage's Successful Classroom Management and Discipline maintains that placing students within close proximity to their teacher has positive effects in the teacher-student interpersonal relationships and in student performance. The writers even suggest that where a classroom is really small, the seating arrangement should permit the teacher to move smoothly along the traffic patterns in the classroom to check on students and attend to them as they work. Wherever the teacher is in the classroom, he or she should be able to see "what is going on" from where he or she is standing.

FIRST WEEK OF SCHOOL

In my first year of teaching, I would go home "drained" of energy at the end of this week. I know the students are just as eager to get to know their adviser and teacher, but conjuring up ways of getting to know each other is stressful in itself. The good thing is, right now, we can access helpful ice breakers and getting-to-know-you activities in just a click. The internet is a rich source of first-week-of-school activities. To mention a few sites you can visit: educationworld.com, aatozteacherstuff.com, edhelper.com, and a whole lot more. When you sit together with your colleagues, you will be surprised at numerous lists of activities you can exhaust during this week. That's why it is helpful to collaborate. Some of these activities, you might have already used, but here are some which may help...

(Level 8 kids in one of their team-building, indoor activities)

1. ME box--Start with yourself. Introduce yourself as their teacher, using a personally-decorated (and recycled) shoe box. Fill the box with your favorites; of course, put only things that will fit in. You may use pictures or choose smaller objects that can represent the actual one. Just take out the things in your box to tell about your favorite pastime, color, food, music, book . . . or whatever you wish to share with them. Then, they may bring their box the next day, design it in class, and start telling about themselves. Kids, especially younger ones, usually like "show and tell" so they enjoy this one . . plus it's another way for you to find out who among the kids in your class are uncomfortable with sharing about themselves. The only downside to this is that you can't do it on the first day since you have to ask kids to bring their materials. Make sure you watch closely as they work with those scissors and glue!

2. Self-portrait--I ask them to "draw themselves" on a piece of paper. Then they color their self portraits. After this, I have them label the body parts in this way: "I like to see/watch . . ."(for eyes), I like to hear/listen to . . ."(for ears), and so on. Sometimes, I divide the whole class into smaller groups, and they share with these small groups and find out which similarities they share.

3. "I am POEM"--I came across a model of this poem . As students fill the blanks with the most suitable phrases, you get to know basic facts about them. You may even explore their dreams or aspirations . . . depending on how they accomplished the poem model.

4. Summer Postcards--Kids make their summer postcards on Oslo or Eggshell paper. Then they can write to a friend who's in class or you can give them an option of writing to "an imaginary friend." They share their experiences and adventures or even disappointments during the summer. Their outputs may be later used to decorate an "empty wall."

5. School Personnel Scavenger Hunt--You can do the scavenger hunt within the classroom. This will be fun if there are plenty of kids in your class. But if it is a smaller school, you may have only a few students, and the kids are likely to be familiar with each other already, so perhaps you can modify. The last time, we had students "hunt down" signatures of school personnel after answering a basic question about them. But first, inform your administrators that you'll be doing this . . . and that there would be plenty of running around! So part of the challenge is to keep each other safe.

PTC (Parent-Teacher Conferences)

It's that time of the year again. It's the time when we sit down with parents or guardians and give feedback regarding their children. Again, to lessen anxiety, it helps to prepare:

Before:
DO...

Give out a reminder a week (or days) before the scheduled PTC. It should clearly state the time and venue. You may want to include a reply slip so you'll get an idea as to who's coming over or who you might consider giving a call.
Plan what you need to accomplish with particular students or what concerns have to be addressed. It helps to jot down notes or observations regarding the kids in your class.
Prepare children's works, portfolios, and report cards needed for reference. Collate the rest of the subject teachers' comments and recommendations (for those who are not in self-contained classes) and present those which need immediate attention.
Find a way to be in the know about who's going to come for PTC. We do want to avoid embarrassing situations . . .

During:

Listen for (and seek out only) the information that will help you understand the child better (interests, backgrounds, home routines).
If there are a lot of problems which need to be addressed, settle them one at a time. Offer plausible solutions or recommendations.
Avoid comparing the kid with his/her siblings or peers.
Remain calm and positive. Remember, we are professionals.

After:

Thank the parents or guardians for coming.
Set another appointment only when needed.

MORE HELPFUL SITES:
•www. priceless-teaching-strategies.com/parent_teacher_communication.html
•www.education-world.com/tools_templates/index.shtml - 67k -
•www.preschoolprintables.com/teachnote/teachnote.shtml
•www.teachervision.fen.com/teacher-parent-conferences/teaching-methods/
•www.education-world.com/tools_templates/index.shtml#parent Slide 14

Effective Study Habits Series

2009-08-06T22:47:00.012+08:00

Second Take
It's the second take of the Effective Study Habit Series, which I started a year ago and had started sharing with parents, students, and colleagues. I am not speaking as an authority here. I'm speaking based from experience... I haven't been gifted with an extraordinarily high IQ. Once or twice, I had even placed my general average in jeopardy due to my Algebra and Nat Sci I grades. But oftentimes the "tips" I read and started to put into action worked. In the end, these helped me pull up a better-looking GPA. More important than my GPA, doing these things made "learning" easier. I had become more enthusiastic and eager, knowing that I could manage to learn.

Sometime in the 90's, I found and read Dr. Tomas Quintin-Andres' How to Study Effectively and Pass Examinations Successfully. I read it again and again and tried doing what was applicable to me. His suggestions, with my mom's imposed "reward system" for my sisters and I, eventually aided in catching the "Studying Bug." True enough, the things done consistently developed into a habit .

In that book, he mentions three factors which affect one's studying, and these are: the desire to study, the ability to study, and the facilities to study.

THE DESIRE TO STUDY:

Why are you studying?
Have your parents promised you a gift when you get better grades or even just pass your exams? Do you do it to disprove the opinions of people around you--that you're not good at math, reading, writing, etc.?

Why are you studying? Or why should you study?

Whatever your reasons are, these will be enough to sustain your focus on getting the task done.
Studying, whether you'll agree or not, is not a question of mood. Later, you would realize that you were not just studying for a class, for a teacher, for a promised reward. You study for yourself. Through study, you gain knowledge and skills which you need as you progress through the curriculum. More important than this, studying will teach you values.

So first things first, define your purpose. Or, simply put, what do you hope to accomplish.

THE ABILITY TO STUDY:
Nowadays, I am surprised to learn that more and more students would reason out that they were unable to do their homework or they failed an exam, because they didn't have their tutors. Unless, you have been diagnosed as having learning disabilities, I am sure you have the basic abilities for studying.

This covers what to study and how to study. First, what do you need to cover? Teachers usually give "pointers" as to which topics or chapters you should focus on. Read on these topics, recite them or explain the main points to yourself for retention, or quiz yourself. If you are studying in pairs or groups, then you may "quiz" each other. If you have no pointers, then read on the lessons most recently covered in class. If you have not fully understood a process in Science or Math, look over the examples and practice. It will be more helpful if you have notes on the lessons. If there are no quizzes, then do your assignments before they pile up on you. You might "hate" or dislike doing it now, but you will eliminate wasted hours spent by actually starting on it than just dreading it. I used to this before and reason out that "creative juices" could only be squeezed out when I'm beating deadlines (a.k.a. "cramming" and procrastinating). But later, I realized I would have saved myself from a lot of tension and undue stress had I worked little by little...then when the "juices" start flowing, I would have had time for polishing.

How do you study? People have different ways of studying. Combining what you know about your own learning style and your teacher's style will be advantageous.

For example, I have been a consistent visual-kinesthetic learner, and never as auditory learner. Although, by listening, I can take in the information presented in lectures in discussion, this is not enough. I need to reinforce what I hear, which is why in class, you would often see me scribbling down on my notepad. The notes, I reread when I get home. I highlight only important concepts. Then I remember better if I walk around the room, explaining things to myself. Chances are that when I encounter questions regarding those which I have studied, I would remember how the word actually "looked like," what ink color I wrote it with or highlighted it with, and on which part of the paper it was found. "Picturing it out" in my mind would then help me recall data and processes...

What about you? What is your most effective "style?"

Next, know your teacher's style... How does she (or he) usually give out the quiz? What questions would she find relevant and might ask you about? Does she quiz you the next day, after a brief review of the topic or does she announce it?

Lastly,

THE FACILITIES TO STUDY:

Since grade school until high school, I had three favorite places for studying at home. These are in the bedroom (I share with my older sister), in the living room, and in the garden beside our waterwell. Most of the time, I would move from one place to another depending on these: the time of the day, the people who are present within the area, and the kind of weather.

The place for studying can be anywhere within your house (as long as you're not sitting on your roof or railings). Choose a place that is most conducive for studying-- preferrably somewhere comfortable. Comfortable but not too comfortable; otherwise you'll end up sleeping. The important thing is that it should be "well-lit" (you wouldn't want to ruin your keen eyesight) and it allows you better concentration.

Well, there you go! Get started.

Return to Neverland (Part II)

2009-08-02T00:20:00.007+08:00

Second Chapter

Escape from Boredom

“There’s never anything to do around here.”
His back itched, so he leaned against the fence and rubbed against the boards. When he tired of this, he walked indoors, climbed to the top of the manure pile, and sat down. He didn’t feel like going to sleep, didn’t feel like digging, he was tired of standing still, tired of lying down. (E.B. White, Charlotte’s Web)

My sisters and I were lucky to have Brick Games, Disney Water Games, Super Mario Nintendo Computer Games, and Dracula House. No PSPs, computer online games, Wii, and other techie gadgets kids enjoy now.

But before we got these from our dad, there was nothing better than playing under the rain and swimming in deep mud puddles.

One long, stormy season, the empty lot across our house had turned into a “swamp.” My sister had just read chapters from Mark Twain’s The Adventures of Huckleberry Finn, and we transformed that flooded lot into the Mississippi River. And it was our escape…(from boredom). Now, Huck and Jim had a raft. Based on the description, it was made from floating logs tied together. Searching for something that might fit this, we came across a part of the bamboo fence which collapsed during the storm.

Nonetheless, it could serve as our “raft.” So we carried the worn-out bamboo fence and placed it on the “river.” It floated! Our hearts skipped with excitement. My sister was older and taller than me so she would have to stir our raft in our expedition. We step’d in de ole raf’, en b’fo’ we cud git movin’ to de lan’ on de yuther side—GOOD LO’—it sank! Good thing, the water was not so deep. We didn’t get anywhere. We didn’t meet those scheming characters Jim and Huck encountered. But we did get rashes from the dirty water that we sunk ourselves into. We had it a-comin,’ nuffin never come of it, en the ole raffin’ wuz no mo.’

“Oh, my lordy, lordy! Raf? Dey ain’ no raf’ no mo’; she done broke loose en gone!—en here we is!” (Mark Twain, The Adventures of Huckleberry Finn)

Well, we got a good going-over from our ole missus grandma…but we light out before a good beatin.’

But momentarily, we got our escape.

Return to Neverland (Part I)

2009-08-01T23:59:00.010+08:00

Neverland (also spelled Never Land or expanded as Never Never Land) is a fictional world featured in the works of J. M. Barrie and those based on them. It is the dwelling place of Peter Pan, Tinker Bell, the Lost Boys, and others. Although not all people in Neverland cease to age, its best known resident famously refused to grow up, and it is often used as a metaphor for eternal childhood (and childishness), immortality, and escapism. (From Wikipedia, the free encyclopedia)

“I wonder what you were like as a kid.”

“If you were our classmate, would we have liked you?”

Pause.

“I think we would have.”

It was one of those idle hours after the last day of the exams. The kids were waiting to be sent home after battling through their exams. Some boys were gathered in our Reading Corner browsing through the newly-placed books, perhaps looking for something of particular interest. Some girls were giggling and whispering in another corner of the room. And still some were huddled up near the teacher’s table, helping out with some decorations that were supposed to deck the classroom in preparation for December. The kids were still in the process of getting to know (more of) their new Reading teacher and third grade adviser.

That was about 5 years ago. I was the overwhelmed new teacher. I haven’t really had the time to think about the questions popped…. until lately. Now, I have the answers to the first question. Instead of telling you exactly what I was as a kid; let me tell you instead about how much fun it had been. (And about the second question…I doubt if you would have had. Me as a student—that’s another story)

Let’s begin…

First Chapter

Childhood Dreams

It was what you have always wanted to accomplish. Everyone, when they are young, knows what their Personal Legend is. At that point in their lives, everything is clear and everything is possible. They are not afraid to dream, and to yearn for everything they would like to see happen in their lives.

(Paulo Coelho, The Alchemist)

None of what I’m doing right now is ever close to my childhood dreams. I used to amuse my parents and sisters with my ever-changing responses to “What do you want to be when you grow up” questions. At 5, I signed up one of my sisters’ slum book and wrote “nurse” for “ambition”…Before I turned 6, it was changed into “garbage collector” after getting hold of the same sister’s hand-me-down book, May Pera sa Basura (There’s Money in Trash). Not knowing how to react, they told me “but you’re a girl.” I reasoned out that if there’s a woman photographer, I’m sure there can also be a female garbage collector. So when I started seeing my grandfather’s empty liquor bottles and old newspapers lying around, I sold them at the junk shop. I saved enough to buy them little presents for Christmas. One day, however, an overloaded dump truck passed by our street with who-knows –what. That made me barf. My dream ended there. I couldn’t do it. And just as I stopped selling recyclables, I came across my mom’s old magazines from which she tailored dresses. Eureka! I wanted to become a “supermodel” so badly, that I stopped climbing guava trees and playing tag for fear that any scar incurred in these games would ruin my chances of fitting into the supermodel description. My father started telling me in letters to “eat more.” My mom said, “You know, your Tita (name here)’s little girl is so chubby and cute. And it’s so great to see her eat with enthusiasm!” I know my mom meant well that time. But my curt response was: “I don’t want to eat! I don’t want to be chubby! I want to be slim…because I’m going to be a supermodel!”

When I entered first grade, I realized something which made me sour again. I was always in front of the queue during our flag ceremonies. I was short and quite puny for my age. I started eating with gusto and enjoyed climbing (even shelves at home to sneak and get my parent’s stash of instant noodles).

I got hooked on Discovery Channel. There was a special on archaeological digs. The archaeologists were interviewed and shared the meticulous method they had. This, with their explanation on what the remains could tell us about ancient civilizations, amazed me. So, I decided that I would be an archaeologist when I grow up. I even dreamt of discovering alien remains in our backyard.

I do not know why I gave it up… Probably because that time, I didn’t know we had that course in the country.

A classmate who happened to be absent, asked me about the lesson she missed. She came over our house, and I was busy doodling something on the ground with my stick. No matter how irrelevant my doodles were, I didn’t like being interrupted. I told her half consciously, “is” and “are.” Then she said as she got hold of a twig, “Oh, that’s easy…s and r.” She drew the letters with her stick. I deliberately said. “No… if it’s one, is, if it’s many are.” That was how I explained it.

And it started there. I found a good spot in our house. The back terrace. It fit my idea of an ideal classroom—well-lit, well-ventilated, and a bit private. I placed chairs and “borrowed” mom’s slate and leftover pieces of chalk. I seated my dolls and stuffed toys in those chairs and “taught” them. I didn’t have that many toys, so I had only a few students. I thought that it had an authentic touch since some students were usually absent. I held a stick in my hand, because that’s what I thought teachers should have to point letters and words with on the board.

I started writing “to become a successful teacher” for ambition. (Because I learned how to spell successful and I thought it was a “big” word).

But as time passes, a mysterious force begins to convince them that it will be impossible for them to realize their Personal Legend. (Paulo Coelho, The Alchemist)

I was reaching sixth grade. My parents had visitors. They were having a good chat at the living room. I happened to overhear their conversation. Much of what they were telling my mom didn’t make much impression until I heard something mentioned about “daughters”—instant cocktail party effect.

“The eldest sister is taking Psychology; the second one is into Marketing...the third and the youngest …it’s too early to tell. But the third one writes well. And the youngest wants to be a teacher.”

“A teacher? I heard that she is smart and doing well in school. Maybe, she can be something else…”

I stopped listening. I didn’t want to hear the rest.

Some grown ups supported my dream and inspired me. Others told me it isn’t for me. Blah. Blah. Blah.

And when you want something, all the universe conspires in helping you to achieve it. (Paulo Coelho, The Alchemist)

Until now when they ask me why I have gotten into this…my answer would remain the same. I couldn’t think of being somewhere else.

Choose a job you love, and you will never have to work a day in your life. (Confucius)

Is this my Personal Legend? I am not yet certain. But I am not as well doubtful.

At the moment, I am enjoying what I am doing and I see it’s every little bit of my dreams before—a nurturer, a recycler, a model, and an excavator.

EXPOSE-ition Days 2-3

2009-07-22T14:39:00.015+08:00

Shattered lives and broken pieces,
Forgotten dreams, abandoned families;
A poor choice made.
Single mistake. Good and sweet--
distant memoirs.

"I've thought about that...Can people change? I don't know. I really don't..."
-Grissom, CSI Season 9

I have thought of myself as the kind of person who believes that people can change to become better than who they are at the moment (or perhaps a lot better than who they were in the past). But when I came face to face with children in conflict with the law in two separate social exposure trips with levels 10 and 11, I found myself torn and almost doubtful. There was this conflicting emotion within me and I could recognize where they were rooted. First, I was overwhelmed with pity. As I facilitated the initial interaction among our own students and the kids from these facilities, I was moved with their stories.They seemed like the ordinary adolescents we bump into each day. A few of them recounted enjoyable childhood memories with their parents or with people who took them in when they were abandoned. I saw them smiling as they retold stories about grandparents who looked after them and reminded them of the do's and don'ts in living life. On the contrary, most of them would gaze far beyond our faces. Then between what looked to me like gritted teeth, told us about how their parents abandoned them or abused them. They told us about how some uncles and cousins living with them had been bad examples--coaxing them to steal or push drugs--but had provided them the things they needed to survive each day thus "clouding over" their own judgment and own understanding of what is "good."

Despite their different backgrounds, one thing brought them together in these facilities. They said that this seemed obscure in the beginning but now, things have become clearer. They made poor choices. They were drawn to "gangs" and bad companies.

One of them was actually waiting for his trial. He shot another kid, about his age. The kid was fatally wounded. When our students asked why he did it, his answer was brief: "He also killed my friend."

Another was supposed to just mug a college student who was on his way home. As planned, he was just supposed to point the gun and ask for the kid's bag, wallet, and cellphone. But he didn't know the college student was skilled at martial arts. So he said he was "forced to shoot."

Another boy was accused of killing a kid from another gang. He said he had nothing to do with the shooting but he was there in support of his friends. After the shooting, his friends ran away when they learned that the police was coming. He was the one caught in the crime scene. He doesn't want to tell on his friends.

As I moved from one small group to another, I heard that their cases ranged from petty theft to drug pushing, robbery, gang rape, and murder. I looked at them closely as they recounted things.

Do I see remorse or was I only seeing and hearing "remorse" because that is what I hope to get from them?

The facilities or the Youth Homes for the older kids (15-18 year olds) provide them with necessary education. Volunteer teachers come in to teach them basic skills in reading, writing and arithmetic. They are given guidance and they have foster parents attending to them as they wait for their cases to be heard in court and once these are resolved, prepare them for reintegration within their environment. On the other hand, the younger ones who commited what they told us were "petty crimes against the law" went to school. The school is a stone's throw away from their "Balay Pasilungan." They too have guidance counselors, foster parents , and social workers attending to them. Parents and relatives are free to visit them or they may choose to go home when they have reached a certain age but some kids choose not to see their parents and families saying they are too ashamed. This, and the fear of being rejected or disowned.

There's a part of me that felt sorry. They had forfeited their freedom and sense of self and sense of being. I pray and continue to hope that they will truly realize the gravity of what they have done. More than just remorse, I continue to hope that the willingness to change and become better will materialize. That's what the community can offer them. A second chance.

But my "greater" sympathy is on those people whose lives have gone to waste because of poor choices.

And I have realized all the more the need for educating children on making good choices.Or perhaps even just making them aware that they HAVE choices.

"Choice! The key is choice. You have options. You need not spend your life wallowing in failure, ignorance, grief, poverty, shame and self-pity...Consider the choices still available to you, choices that you can elect immediately, no matter what your present condition may be, so that you can live the remainder of your life as the Creator intended for you to live--in glory, not in shame."
--Og Mandino, The Choice

Back Tracking: EDSP 101 (ADHD)

2009-06-30T16:45:00.015+08:00

From: NYU (New York University, Child Study Center)

“But teacher, it’s the very nature of an eight-year old kid!” a then eight-year old Sid* told me when I warned him against going under the makeshift stage for our school program. He came out from down under, his front polo improperly buttoned and hanging open to show off his sloppily (almost) tucked undershirt. He was soiled and sweating all over. After almost screaming these words at me, he grinned and ran off to join his classmates in a game of tag. Now they can play more peacefully. They can finish a game without someone having to report to me that “Teacher, Sid did this and that…”

I remembered the first time I came across his work, his handwriting was wandering off the page and almost illegible. For a lot of times I had to remind him to write neatly and to “follow the lines in your notebook” until such time that he could already predict what I would write on his work. In the middle of the class, he would blurt out something totally unrelated to our topic in discussion or sometimes, something a bit related but still wandering off. Other times, he would blurt out something inappropriate that his classmates would be the one cringing in embarrassment. He used to play alone and for a lot of times he attempted to join their games but it would most of the time end up into petty quarrels.

But when you talk to Sid, his vocabulary is relatively advanced than his peers and he is well-versed about a lot of things such as mythical creatures and animal kingdoms. In their quiz bowl once, he was the only one who remembered Meg Murry’s pet dog, Fortinbras in A Wrinkle in Time. And I could never forget the time we watched The March of the Penguins in the theater. I was seated beside him and he told me about the penguin’s “tobogganing” to their destination.

It is sometimes typical to overlook some behaviors that are thought of as children’s very nature. These include occasionally forgetting homework, unfinished school works, missing school things, inattention, daydreaming, restlessness, carelessly answered tests, insatiability during playtime and acting on the “spur of the moment.” In the same way that those whom we think are absent-minded daydreamers in our classes are simply uninterested, unmotivated or just plain sluggish. But right now, because of what we have read and heard of, and the abundance of information around us, we know that these are telltale signs of something much more. Something more than just being “playful,” “naughty,” “lazy,” “lethargic” or “bored.”

Since we know now that these are symptoms that may be caused by a disorder, we realize it is important for children who are having these manifestations referred for thorough examination and diagnosis by a well-qualified professional. These signs and symptoms may tell us that the kid may have ADHD (Attention Deficit Hyperactivity Disorder).

I have learned (and I keep on learning about this) that ADHD is a chronic disorder that becomes apparent in some children during their preschool to early school years. Typically, this appears at the age of 7 or before 7. It is difficult for these children to control their behavior and/or pay attention. Inattention, hyperactivity and impulsivity are principal characteristics of ADHD, with impulsivity and hyperactivity preceding inattention.

Sometimes, it is easy to see and observe those who exhibit impulsivity and hyperactivity since they are being “disruptive.” But there are also those whom we would call as having “concealed distractibility” or those who are too locked on to something that they fail to focus on other more important stimuli or shift into something else. (Particularly true during class).

Because of the consequences of these symptoms such as getting into trouble with peers, failing in class and later the possibility of becoming in conflict with the law (Barkley RA 1998) and simply wanting these kids to maximize their potentials, the need for helping early detection and intervention have been emphasized.

The things I have learned from Sid and other kids like him in class are quite a-plenty—in terms of classroom management, teaching strategies, understanding children with ADHD and investing in positive traits associated with kids having ADHD.

For one, they do have a great imagination and their stories are well-enjoyed by their peers. Most of them can come up with exciting twists to our story-telling activities and some can focus on solving puzzles others would give up on to the extent of ignoring the bell for recess. Yes, they can pay attention to tasks which interests them.” Second, while they are not so flexible in terms of tolerating delays on their routines, they can give you a lot of alternatives and options when things aren’t working out so well. Third, they are rarely boring. Enough said. Lastly, because of their energy and insatiable drive, they often strive to succeed for as long as the activity interests them. As one of the kids I’m handling said last week, “Teacher, can we try it again and again until I get the correct spelling?”

From their parents, colleagues and the research they share with me, I have learned as well these helpful tips in managing kids in class, as summarized in the 3 C’s: Clarity, Consistency and Calm. First is giving them simple, specific and well-understood instructions, rules and/or expectations. In terms of consistency, one has to be firm in dealing with them and constantly reminding or doing a follow-through. Lastly, deal with them in the most non-provoking manner. And if it’s the time of the month when we get easily upset, we take a time out from the situation and get back on what has to be settled ASAP.

And what else can be done? Different strategies work for different people but I’m sure most of us have been exploring these…

· Consider the seating arrangement.
- As much as possible, keep them away from windows, doors, “high traffic area”
- Surround them with positive, strong student models
- Provide a “quiet” work area in your room and reduce extraneous stimuli

· Schedule & Organize
- Incorporate color-coding (notebooks, bins, cubbies, written reminders)

· Consider Peer-tutoring (and pairing them up with a good student example as said above)

· Communicate
- Talk with the child (ren) and agree on signals when “off-task”
- Constantly evaluate and give feedback on academics and/or behavior

· Look for opportunities to identify what the child does well.

Bottomline: Be patient, consistent, and supportive.
(With the first one being always the one tested...)

Sometimes I wonder who's actually learning here....nonetheless I thank them for teaching me new things each day.

(P.S. During my recent desk and office space cleanup, I found this note from Sid. He wrote it in 7th grade, just before he transferred to another school. It says:

Dear T. Rizha,

I find you to be kind and good to me. You always remind me to behave properly inside and outside the classroom. I know sometimes I am not heeding your advice. However, this time I'll try my best. I hope you will not get tired of my happiness.

Your student,

***

I still have to figure out what he meant with the last sentence.)

If you're interested, read on these helpful sites:
http://www.helpguide.org/mental/adhd_add_signs_symptoms.htm
http://helpguide.org/mental/adhd_add_teaching_strategies.htm
• http:medicalnewstoday.healthology.com
– Peter Jensen, MD
– Patricia Quinn, MD
• http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

Encounters: Childhood Playthings

2009-06-26T15:05:00.013+08:00

As kids, we were pretty creative and imaginative. Remember making chocolate mud cakes or transacting business with guava leaves for money?

I used to think that though there might be games that are played wherever we go, there are some that would remain unique only within our clique. It would be like a little secret ...

Wandering off into the fields I mused about other childhood games we have learned, modified and played to amuse ourselves. Then, I found bushes and bushes of these. I was looking for a "good angle" for my snapshot when a high school kid went closer. I stepped aside and observed him. He bent to pick up a bunch of these "santan." I was about to tell him, "Don't pick the flowers" when he started removing the thin stalk in the middle. I got curious. He seemed preoccupied as well with his little discovery and started inserting the santan one after another. Soon enough, he was able to form something which closely resembled a necklace (or some would prefer a rosary).

We used to do that, too. The only thing he missed out in the process is to "suck on" the santan "juice" after removing the thin stalk in the middle.Either he doesn't know...or he is too aware that it isn't hygienic to do so. My playmates used to tell me this sap was actually the flower's nectar and I agreed since it tasted sweet.

A little bit further are these lavender flowers, which my colleagues call "waterbombs." We don't know the plant's name but they know its secret! I am not sure if these are the plant's seeds but these black grain-looking part of the plant "pops" when thrown into the water. I rememember that they even pop in our sweaty hands before they get thrown into the puddles or rivulets formed after the rain.

Too bad there's one flower missing in this trip. I don't know its name but it's growing as freely as weed. It's a five-petaled flower that comes in dark pink (almost magenta) and white. We pick the flower, remove the petals and one by one, lick their undersides...then, we put them on our nails. We looked like we had manicured nails. The "manicure" we can remove and replace at whim! The only downside is...we only had two hues to choose from and they eventually fall off.

They were simple delights but they brought so much amusement before.

EXPOSE-ition: Day 4 ( 25 June '09)

2009-06-25T17:49:00.021+08:00

Meet Crispin. After a few bites, he puts the burger aside.

Why didn't you finish your burger Crispin? Don't you like it?

"No. I want to take this (referring to the almost uneaten burger)home.

"Awww..." the Level 9 girls interviewing him or rather chatting with him say in chorus. And thus began a series of question and response...

Crispin is turning 6 years old, we haven't found out exactly when since he only keeps saying "Biyernes" when asked when his birthday is. He's in first grade at Malubog Elementary School, Upper Busay, Cebu City. There are 45 of them in his class and around 39 in the second section. There are two sections for the primary levels--grades 1, 2 and 3. When they reach the fourth, fifth and sixth grades,however, there's only one section for each level. There's no enough resources for more classrooms and teachers and besides, most of the kids drop out of school or no longer go back to school after they have learned the basics of reading, writing and counting (or so some of the parents think). The basics are enough to help them survive and they are more needed at home to look after younger siblings or help in the chores. Some of them will soon be seen helping their parents carry bundles of twigs and cut wood for selling.

Malubog Elementary School is nonetheless a lot more fortunate compared with other public elementary schools in the country. For one, they have a sturdy, well-ventilated and lighted building to house their intermediate levels. They have recently accommodated first and second year classes in high school. They have a multi-purpose hall, a guidance office, a clinic and a reading area,which is still under constructionon, overlooking the mountainside . The classrooms for the primary levels are indeed "child-friendly" as the sign says. They aren't crowded and there are only two kids sharing a desk. And yes, unlike some of the desks we used to have in grade school, these are sturdy desks. Not the ones that seem to wiggle when you fidget in your seat or bend to get a pencil which dropped into the earthen floor.

After what seemed like an hour of talking with them, sharing snacks and entertaining them with songs and games, we had the chance to look around their school.

Our Level 9 students are a lot bigger and taller than these kids in first grade. I seem to have forgotten that they too are still a bit more like kids. When they started running around in a game of tag, and their screams and laughter started resounding in the hall, I was reminded that they're more alike.

Looking at them play and laugh, we can see that like these kids, they
too are longing for attention and affirmation.

They like playing games, singing songs and dancing to upbeat music...they are not bereft of talents... and yes, they enjoy posing for the camera...SMILE !

A cloud of dust whirled around from their running and stomping feet. We eventually had to let them stop.

The kids waved their hands and said goodbye. Their voice told us it had been an enjoyable day. The Level 9 kids went back to their vans. In a few moments, they were quiet. In the midst of all the fun they were having, they ustt have forgotten how exhausted they were until that moment...

Count your blessings.

EXPOSE-ition

2009-06-23T16:23:00.005+08:00

"On that day...I will repair its breeches, and raise up its ruins and rebuild it as in the days of the old." (Amos: 9:11)

House of Hope

Balay Pasilungan

Operation Second Chance