Teachers' Continuing Challenges as Instrumentalities of Knowledge and Wisdom in the 21st Century
By: Gilbert M. Forbes
No one can deny that LIFE has become easy due to the improvement in the lives of the average Filipinos brought about by the increase in the so called per capita income. Things considered as luxuries before by the poor and can only be afforded by the rich and the middle class like sardines, instant noodles, frozen foods, fork and chicken, even eggs are now affordable to the poor. Even mobile phones, television sets, ordinary fashion even its from ukay are affordable too. As such, at times the poor can outsmart the middle class in fashion and gadgetry. It is now easy to go from one place to another. Indeed, due to the onset of information technology, it has shrunk the world and the country we used to live.
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Claro M. Recto Memorial Central School's grade two pupils in Tiaong, Quezon:
Learners' critical discernment has not been as great as it is today. |
The pressure on educators such as ourselves to develop in learners critical discernment has not been as great as it is today. The age of information technology has become both a blessing and a bane to us teachers who ourselves have difficulty in distinguishing between credible news and “alternative facts” regardless of age bracket we belong be that as from baby boomers up to the mellenials or generation Y. As such there comes the revisionists.
We must address this issue on two levels. First, establishing the truth must be based on facts that are corroborated by credible sources. And second, we must teach our students that the measure of fact has little to do with their preferred outcome. Just because it is your opinion, it does not mean it is right. Nor is it the truth.
In other words, critical pedagogy is what you must practice so that the students will develop critical discernment. Just because something resonates with your opinion, it doesn’t mean it is a fact. Scientific processes and the proper appreciation of data is needed. This can be done by giving students opportunities and direct instruction on how to dissect information. Otherwise, we will fall into the trap of believing that all opinions out there are for real. Worse, we will believe that our opinion is always better than others all the time and we ignore that there is always a possibility that we are mistaken.
Another example has to do with bigotry. In education, we have struggled to move away from labelling children and learners. We have stopped using terms like bobo and retarded to describe learners with different learning needs. We stopped homogenous grouping of our pupils and students according to their academic performance instead grouped them heterogenously avoiding labels as higher or lower section or fast and slow learners. Move on na tayo diyan db? We have moved towards seeing the learner and their capacities instead of cuing onto the label together with the assumptions and judgements that go with that label.
Unfortunately, social media is full of bigotry. Dilawan and Dutertards are only two examples of such manifestations of bigotry. Labels such as these box in people into categories. Worse, they call into mind generalizations and characteristics that make recipients of these labels clones of each other as if they were not individuals and human.
Such bigotry resulted in the reign of terror in the middle east or even the unexpected personalities getting elected into public offices as a result of lies, trolls and memes. And now, still on-going, the attack on Marawi City by the Maute Group allegedly linked to ISIS. Or on statements like, “di ikaw na. Addict ka! “Kung kaanak mo kaya ang marape . . .”
As instrumentalities in propagating knowledge and wisdom we can help to abate social ills and lies for it would always be true and factual that education is the solution. It is our greatest weapon and resource if we can only perform our sacred duties and responsibilities to the best that we can. This we could do with much ease if we could rise above our basic enemy, the average in ourselves. For we are tasked to do THY WILL BE DONE, ON EARTH AS IT IS IN HEAVEN! Aristotle puts it, EXCELLENCE ISN’T AN ACT, IT IS A HABIT.
We should always be open to trainings, lectures and discussions even when we feel and think that it is no longer new or interesting because at the end of the of the day, there will always be novel in things we thought we knew already. We should reflect on what has been given to us up to this very moment onwards to the bits of wisdom our experiences tell and by internalizing and committing to apply with much ease the Constructivist, Integrative, Reflective, Inquiry, and Collaborative Approaches in teaching.
Where others fail, in K to 12, with these clearly defined and given approaches, doing it right and with expertise, we are bound to SUCCEED!
Monday, July 4, 2016
Why Do Teachers Need to Plan their Lessons and Prepare DLL
By: Gilbert M. Forbes
DepEd QUEZON, CALABARZON
Teacher's Guides (TG's) are only guides. It is suggestive but not prescriptive. It is definitely not Lesson Plan (LP). As teachers therefore, we still need to plan our lessons to insure that it fits well with our classes. "Planning is one of the most important project management and time management
techniques. Planning is preparing a sequence of action steps to achieve specific goal. It is like a map. When following a plan, you can always see how much you have progressed towards your project goal and how far you are from your destination. Knowing where you are is essential for making good decisions on where to go or what to do next,"- (What is Planning and Why We Need to Plan?http://www.time-management-guide.com/planning.html)
All those things mentioned about planning is not contained in our TG's. However, LP preparation though the most ideal is very time consuming. So after more than a decade of struggle to move away from the rigors of LP preparations but not necessarily lost its essence, the Daily Lesson Log was introduced by DepEd so that time lost will be directed in studying the content of the lesson and the preparation of instructional materials.
DLL is a much simplified LP for it contains official record of activities, instruction and learning experiences written in a systematic way.
DO 42, s. 2016 explained it clearly that its aim is to support teachers in organizing and managing their classes and lessons effectively and efficiently and ensure the achievement of learning outcomes. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) provides teachers with an opportunity for reflection on what learners need to learn, how learners learn, and how best to facilitate the learning process.
At first, because of its length, DLL preparation will require additional 50% or even double the time required viz the old DLL but its only while we are still new to it but sooner, as we became used to it and learned techniques of doing shortcuts, it will be easier.
For the meantime, let us just do and learn from doing it. A blessed Sunday folks. May God continuously shine on us!
DepEd QUEZON, CALABARZON
Teacher's Guides (TG's) are only guides. It is suggestive but not prescriptive. It is definitely not Lesson Plan (LP). As teachers therefore, we still need to plan our lessons to insure that it fits well with our classes. "Planning is one of the most important project management and time management
All those things mentioned about planning is not contained in our TG's. However, LP preparation though the most ideal is very time consuming. So after more than a decade of struggle to move away from the rigors of LP preparations but not necessarily lost its essence, the Daily Lesson Log was introduced by DepEd so that time lost will be directed in studying the content of the lesson and the preparation of instructional materials.
DLL is a much simplified LP for it contains official record of activities, instruction and learning experiences written in a systematic way.
DO 42, s. 2016 explained it clearly that its aim is to support teachers in organizing and managing their classes and lessons effectively and efficiently and ensure the achievement of learning outcomes. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) provides teachers with an opportunity for reflection on what learners need to learn, how learners learn, and how best to facilitate the learning process.
At first, because of its length, DLL preparation will require additional 50% or even double the time required viz the old DLL but its only while we are still new to it but sooner, as we became used to it and learned techniques of doing shortcuts, it will be easier.
For the meantime, let us just do and learn from doing it. A blessed Sunday folks. May God continuously shine on us!
Sunday, January 17, 2016
‘If you want your pupils to think you’re a great teacher, then own what you teach’
Joe Nutt
Source: www.tes.com
The relationship between you and the material you choose to build your lessons is central to your performance in the classroom, writes one educationist
My youngest daughter and I discuss all sorts of things during the half-hour school run: her inevitably yo-yoing friendships, too much homework, terrorism. But this week she spent almost the entire journey singing the praises of one of her teachers. A teacher she singled out because she enjoys her lessons so much and learns so much from her. A teacher who does something no other teacher at my daughter’s school ever does. Not one.
So what is her secret? What makes time spent with this teacher so productive and enjoyable? Are her lessons more fun, learner-centric, project-based or kinesthetic? Is she a master of evidence-based, up-to-date research?
Surprisingly, my daughter’s voluntary eulogy started with PowerPoint. She explained how she’d just realised that one of the reasons why this particular teacher was so good was because she used her own PowerPoint slides, not someone else’s. Unlike another teacher she named, who uses several different presentations at the same time, none of them her own, and as a result never knows where she is or what she is teaching. No, this teacher is the best because, in my daughter’s view, she creates all her own stuff and knows it inside out. Whether it’s a set of slides, paperwork or a practical activity, it’s abundantly clear to the children she teaches that she put it together.
Of course once we got into a discussion, I discovered she is also highly organised, her lessons follow almost the same pattern every day, and she sets homework that reinforces what the girls learn in lessons. But in essence, what my daughter spotted is something no one ever told me when I trained in the 1980s, yet it is probably the single most important thing one can teach a teacher.
The relationship between you and the material you choose to build your lessons is absolutely central to your efficacy in the classroom. That is why models that create then deliver “content” to teachers only ever deliver mediocre results in the classroom.
I saw confirmation of this a few months ago in an article about Jack Spatola, the principal of a Brooklyn elementary school which has enjoyed long running success going back decades. Success any school facing equally severe challenges would die for. Mr Spatola made this comment, “If you are a professional, you take ownership of the curriculum.” Which is why Mr Spatola spends scarce dollars on primary texts, fiction and non-fiction, but never on textbooks.
If you are a professional, you take ownership of the curriculum. One of the most insightful and valuable comments I have seen in many years, and one which visitors to this week’s BETT show would do well to heed. In 2015 just under 45,000 people visited the BETT show, 69 per cent of them from the UK, making it arguably the single most important educational event of the annual calendar in this country.
BETT will buzz with excitement. Hordes of teachers glad to get out of the classroom will stagger under the weight of brochures, free biros and educational knick knacks foisted on them by smiling sales staff, but precious little will happen as a result to impact on the classrooms those excited visitors will return to.
So many of the businesses at BETT, so many of the heads, teachers and policy-makers being paid to improve schools, would benefit simply by adopting the single insight my daughter worked out for herself last week. If you want to be a great teacher, then own what you teach.
Joe Nutt is an educational consultant, researcher and author
Source: www.tes.com
The relationship between you and the material you choose to build your lessons is central to your performance in the classroom, writes one educationist
My youngest daughter and I discuss all sorts of things during the half-hour school run: her inevitably yo-yoing friendships, too much homework, terrorism. But this week she spent almost the entire journey singing the praises of one of her teachers. A teacher she singled out because she enjoys her lessons so much and learns so much from her. A teacher who does something no other teacher at my daughter’s school ever does. Not one.
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| The way teachers present lesson counts the most. |
Surprisingly, my daughter’s voluntary eulogy started with PowerPoint. She explained how she’d just realised that one of the reasons why this particular teacher was so good was because she used her own PowerPoint slides, not someone else’s. Unlike another teacher she named, who uses several different presentations at the same time, none of them her own, and as a result never knows where she is or what she is teaching. No, this teacher is the best because, in my daughter’s view, she creates all her own stuff and knows it inside out. Whether it’s a set of slides, paperwork or a practical activity, it’s abundantly clear to the children she teaches that she put it together.
Of course once we got into a discussion, I discovered she is also highly organised, her lessons follow almost the same pattern every day, and she sets homework that reinforces what the girls learn in lessons. But in essence, what my daughter spotted is something no one ever told me when I trained in the 1980s, yet it is probably the single most important thing one can teach a teacher.
The relationship between you and the material you choose to build your lessons is absolutely central to your efficacy in the classroom. That is why models that create then deliver “content” to teachers only ever deliver mediocre results in the classroom.
I saw confirmation of this a few months ago in an article about Jack Spatola, the principal of a Brooklyn elementary school which has enjoyed long running success going back decades. Success any school facing equally severe challenges would die for. Mr Spatola made this comment, “If you are a professional, you take ownership of the curriculum.” Which is why Mr Spatola spends scarce dollars on primary texts, fiction and non-fiction, but never on textbooks.
If you are a professional, you take ownership of the curriculum. One of the most insightful and valuable comments I have seen in many years, and one which visitors to this week’s BETT show would do well to heed. In 2015 just under 45,000 people visited the BETT show, 69 per cent of them from the UK, making it arguably the single most important educational event of the annual calendar in this country.
BETT will buzz with excitement. Hordes of teachers glad to get out of the classroom will stagger under the weight of brochures, free biros and educational knick knacks foisted on them by smiling sales staff, but precious little will happen as a result to impact on the classrooms those excited visitors will return to.
So many of the businesses at BETT, so many of the heads, teachers and policy-makers being paid to improve schools, would benefit simply by adopting the single insight my daughter worked out for herself last week. If you want to be a great teacher, then own what you teach.
Joe Nutt is an educational consultant, researcher and author
Wednesday, September 2, 2015
5 Quick Classroom-Management Tips for Novice Teachers
By: Rebecca Alber
Appeared originally at www.edutopia.org
I made a good number of blunders my first year teaching that still make me cringe. I learned though. And it's fair to say, when it comes to managing a classroom, most of what we learn as new teachers is trial by fire. It's also smart to heed the advice of those who have walked -- and stumbled -- before you. If you are struggling with discipline, here are five tips that you can start using right away:
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| Photo courtesy of Rappler.com |
#1 Use a normal, natural voice
Are you teaching in your normal voice? Every teacher can remember this from the first year in the classroom: spending those first months talking at an above-normal range until one day, you lose your voice.
Raising our voice to get students' attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn't worth it. The students will mirror your voice level, so avoid using that semi-shouting voice. If we want kids to talk at a normal, pleasant volume, we must do the same.
You want to also differentiate your tone. If you are asking students to put away their notebooks and get into their groups, be sure to use a declarative, matter-of-fact tone. If you are asking a question about a character in a short story, or about contributions made by the Roman Empire, use an inviting, conversational tone.
#2 Speak only when students are quiet and ready
This golden nugget was given to me by a 20-year veteran my first year. She told me that I should just wait and then wait some more until all students were quiet.
So I tried it; I fought the temptation to talk. Sometimes I'd wait much longer than I thought I could hold out for. Slowly but surely, the students would cue each other: "sshh, she's trying to tell us something," "come on, stop talking," and "hey guys, be quiet." (They did all the work for me!)
My patience paid off. Yours will too. And you'll get to keep your voice.
#3 Use hand signals and other non-verbal communication
Holding one hand in the air, and making eye contact with students is a great way to quiet the class and get their attention on you. It takes awhile for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.
Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have three minutes to finish an assignment or clean up, etc.
With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.
#4 Address behavior issues quickly and wisely
Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings -- on your part or the students -- can so quickly grow from molehills into mountains.
Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. Ask naive questions such as, "How might I help you?" Don't accuse the child of anything. Act as if you do care, even if you have the opposite feeling at that moment. The student will usually become disarmed because she might be expecting you to be angry and confrontational.
And, if you must address bad behavior during your instruction, always take a positive approach. Say, "It looks like you have a question" rather than, "Why are you off task and talking?"
When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully, or at least reach an agreeable truce.
#5 Always have a well-designed, engaging lesson
This tip is most important of all. Perhaps you've heard the saying, if you don't have a plan for them, they'll have one for you. Always overplan. It's better to run out of time than to run short on a lesson.
From my own first-hand experience and after many classrooms observations, something that I know for sure: Bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students.
We all know engaging lessons take both serious mind and time to plan. And they are certainly worth it -- for many reasons.
Share with us your classroom management experiences: What specific challenges are you having? What strategies have worked well for you and your students? Please share in the comment section below.
Monday, May 4, 2015
You are What You Think You Are
By: Gilbert M. Forbes
DepEd Quezon
Region IV- A (CALABARZON)
Have you experience assigning a fellow worker to do a presentation and the loudest reply is, "Sorry sir, I can't." What about asking for an information and the immediate answer is, "I don't know." Remember this, you are what you think you are.
What occupies your mind and what you think means more than anything else in your life. Your thought of life will determine what you become-- indeed, your life, situation today is only the result of your decision yesterday which is the product of your mindset.
Be careful about what you set your hearts on, for you'll get it. Be careful about what occupies your mind because it will greatly determine what you'll become tomorrow. As Proverbs 23: 7, NKJV says, "As he thinks in his heart, so is he."
On the other hand, some or many are pretending to be in at times awkward position just to preserve their comfort zones. And so, they are using the replies above as their alibis just because they don't want additional responsibilities, or twist in their daily work routines, even if it is for their benefit and of the organization.
The sad thing is, if it becomes a habit, then, it will become a character. So who will be at the losing end? How can we become the best person that we can be? That will be the next subject in the next post.
Reference: Think on These Things, Meditation for Leaders by John C. Maxwell
You may want to visit, read and learn from the articles on Financial Literacy and Wellness
(The author himself is a practitioner in the field of school leadership and management for almost a decade now. He holds both the Bachelors degree and MA (CARMA) from the Philippine Normal University, Quezon and Manila Campuses. A former auditor of the Division Elementary School Paper Advisers, Secretary of the Division Multigrade Coordinators and Teachers Ass., and currently Vice -President of Quezon Elementary School Heads Association- QUESHA, Quezon PESPA Chapter)
DepEd Quezon
Region IV- A (CALABARZON)
Have you experience assigning a fellow worker to do a presentation and the loudest reply is, "Sorry sir, I can't." What about asking for an information and the immediate answer is, "I don't know." Remember this, you are what you think you are.
What occupies your mind and what you think means more than anything else in your life. Your thought of life will determine what you become-- indeed, your life, situation today is only the result of your decision yesterday which is the product of your mindset.
Be careful about what you set your hearts on, for you'll get it. Be careful about what occupies your mind because it will greatly determine what you'll become tomorrow. As Proverbs 23: 7, NKJV says, "As he thinks in his heart, so is he."
On the other hand, some or many are pretending to be in at times awkward position just to preserve their comfort zones. And so, they are using the replies above as their alibis just because they don't want additional responsibilities, or twist in their daily work routines, even if it is for their benefit and of the organization.
The sad thing is, if it becomes a habit, then, it will become a character. So who will be at the losing end? How can we become the best person that we can be? That will be the next subject in the next post.
Reference: Think on These Things, Meditation for Leaders by John C. Maxwell
You may want to visit, read and learn from the articles on Financial Literacy and Wellness
(The author himself is a practitioner in the field of school leadership and management for almost a decade now. He holds both the Bachelors degree and MA (CARMA) from the Philippine Normal University, Quezon and Manila Campuses. A former auditor of the Division Elementary School Paper Advisers, Secretary of the Division Multigrade Coordinators and Teachers Ass., and currently Vice -President of Quezon Elementary School Heads Association- QUESHA, Quezon PESPA Chapter)
Monday, January 26, 2015
Habitual Tardiness, Undertime and Absenteeism Considered Administrative Offenses
By: Florabelle R. Porras
Records Officer- Designate
DepEd Malaybalay Bukidnon
Originally posted at depedmalaybalay.net
Officers and employees in the public service except those covered by special laws are mandated under the law to render at least eight (8) hours of work daily for five (5) days in a week or a total of forty (40) hours a week, exclusive of time for lunch. As a general rule, such hours shall be from eight o’clock in the morning to twelve o’clock noon and from one o’clock to five o’clock in the afternoon daily except Saturdays, Sundays and Holidays. Flexible working hours may be allowed subject to the discretion of the head of office provided that the required working hours shall not be reduced. The head of agency has the duty to require all officers and employees under him to strictly observe the prescribed office hours.
In an office, it’s quite evident that there are employees who report for work late in the morning or past 1 o’clock in the afternoon. At times, others leave from work earlier than the prescribed eight-hour work schedule in a given working day. They have all the reasons in the world when asked why they were late or why they had to take undertime. There is a need to limit the number of times an employee is allowed to be tardy, absent or go on undertime because of its inimical effect to public service. Hence, let us revisit the policies on Undertime, Tardiness and Half Day Absence and identify the corresponding sanctions/penalties for each offense which will surely prompt employees to render work within the prescribed period of time.
The CSC issued Memorandum Circular No. 16, s. 2010 promulgating the guidelines on Undertime which mentions that Undertime is not classified as tardiness. It states that any officer or employee who incurs undertime, regardless of the number of minutes/ hours, ten (10) times a month or at least two months in a semester or at least two (2) consecutive months during the year shall be liable for a Simple Misconduct and/ or Conduct Prejudicial to the Best Interest of the Service, as the case maybe.
Under CSC MC 23, s. 1998, Tardiness refers to the failure of an employee to report for work or resume for work on time. Any official or employee shall be considered habitually tardy if he/ she incurs tardiness regardless of minutes per day, ten times a month for Two (2) consecutive months or Two (2) months in a semester during the year. He is subject to disciplinary action: 1st offense is reprimand, 2nd offense is suspension for 1 day to 30 days and 3rd offense is DISMISSAL.
CSC MC No. 17, s. 2010 provides guidelines on HalfDayAbsence with conditions that any officer oremployee who is absent in the morning is considered to be tardy and is subject to the provision on Habitual Tardiness and any officer or employee who is absent in the afternoon is considered to have incurred undertime, subject to the provision on Undertime.
An employee who has incurred UNAUTHORIZED ABSENCES, exceeding the allowable 2.5 days monthly leave credit under the Leave Law for at least three (3) months in a semester or at least three (3) consecutive months during the year shall be considered habitually absent. Those who incur habitual absence is subject six (6) months and one (1) day to one (1) year suspension on the first offense and Dismissal on the second offense.
There shall be no off-setting of tardiness or absences by working for an equivalent number of minutes or hours by which an officer or employee has been tardy or absent, beyond the regular working hours of the employees concerned.
You may also like reading Overcoming the Procrastinator in Us and Getting Our Brand Stand Out
Records Officer- Designate
DepEd Malaybalay Bukidnon
Originally posted at depedmalaybalay.net
Officers and employees in the public service except those covered by special laws are mandated under the law to render at least eight (8) hours of work daily for five (5) days in a week or a total of forty (40) hours a week, exclusive of time for lunch. As a general rule, such hours shall be from eight o’clock in the morning to twelve o’clock noon and from one o’clock to five o’clock in the afternoon daily except Saturdays, Sundays and Holidays. Flexible working hours may be allowed subject to the discretion of the head of office provided that the required working hours shall not be reduced. The head of agency has the duty to require all officers and employees under him to strictly observe the prescribed office hours.
In an office, it’s quite evident that there are employees who report for work late in the morning or past 1 o’clock in the afternoon. At times, others leave from work earlier than the prescribed eight-hour work schedule in a given working day. They have all the reasons in the world when asked why they were late or why they had to take undertime. There is a need to limit the number of times an employee is allowed to be tardy, absent or go on undertime because of its inimical effect to public service. Hence, let us revisit the policies on Undertime, Tardiness and Half Day Absence and identify the corresponding sanctions/penalties for each offense which will surely prompt employees to render work within the prescribed period of time.
The CSC issued Memorandum Circular No. 16, s. 2010 promulgating the guidelines on Undertime which mentions that Undertime is not classified as tardiness. It states that any officer or employee who incurs undertime, regardless of the number of minutes/ hours, ten (10) times a month or at least two months in a semester or at least two (2) consecutive months during the year shall be liable for a Simple Misconduct and/ or Conduct Prejudicial to the Best Interest of the Service, as the case maybe.
Under CSC MC 23, s. 1998, Tardiness refers to the failure of an employee to report for work or resume for work on time. Any official or employee shall be considered habitually tardy if he/ she incurs tardiness regardless of minutes per day, ten times a month for Two (2) consecutive months or Two (2) months in a semester during the year. He is subject to disciplinary action: 1st offense is reprimand, 2nd offense is suspension for 1 day to 30 days and 3rd offense is DISMISSAL.
CSC MC No. 17, s. 2010 provides guidelines on HalfDayAbsence with conditions that any officer oremployee who is absent in the morning is considered to be tardy and is subject to the provision on Habitual Tardiness and any officer or employee who is absent in the afternoon is considered to have incurred undertime, subject to the provision on Undertime.
An employee who has incurred UNAUTHORIZED ABSENCES, exceeding the allowable 2.5 days monthly leave credit under the Leave Law for at least three (3) months in a semester or at least three (3) consecutive months during the year shall be considered habitually absent. Those who incur habitual absence is subject six (6) months and one (1) day to one (1) year suspension on the first offense and Dismissal on the second offense.
There shall be no off-setting of tardiness or absences by working for an equivalent number of minutes or hours by which an officer or employee has been tardy or absent, beyond the regular working hours of the employees concerned.
You may also like reading Overcoming the Procrastinator in Us and Getting Our Brand Stand Out
Monday, November 17, 2014
What Teachers Do to Continue to Teach Into the 21st Century?
Source: Philippine Daily Inquirer
To continue to teach well into the 21st century, our teachers who began teaching in a kinder, gentler time have to rewire their brains to respond to the structures, functions and connections presented by technology. How else can they teach their students the literacies that education experts say are needed to be successful in the modern world?
On top of that, our teachers have to blend the new skills into the core curriculum. They cannot simply leave their students to aimlessly wander the information highway. The order is to lead the kids down that path in the context of a lesson in math, science, economics, language, arts, and so on down the hierarchy of subjects. The Department of Education’s list of K-to-12 learning goals, which necessarily translate into teaching goals, include basic, scientific, financial, technological, visual, information, media and multicultural literacies. Environmental literacy must be somewhere in there, too, because if it is not, we are in deep trouble.
The critics and cynics are shaking their heads. To begin with, our teachers do not even know which buttons to push. They have a lot of catching up to do because they are not hardwired for 21st-century hardware. How can teachers stay credible and legitimate when, in terms of digital developments, they are so far behind the students they are supposed to be guiding? continue reading
To continue to teach well into the 21st century, our teachers who began teaching in a kinder, gentler time have to rewire their brains to respond to the structures, functions and connections presented by technology. How else can they teach their students the literacies that education experts say are needed to be successful in the modern world?
On top of that, our teachers have to blend the new skills into the core curriculum. They cannot simply leave their students to aimlessly wander the information highway. The order is to lead the kids down that path in the context of a lesson in math, science, economics, language, arts, and so on down the hierarchy of subjects. The Department of Education’s list of K-to-12 learning goals, which necessarily translate into teaching goals, include basic, scientific, financial, technological, visual, information, media and multicultural literacies. Environmental literacy must be somewhere in there, too, because if it is not, we are in deep trouble.
The critics and cynics are shaking their heads. To begin with, our teachers do not even know which buttons to push. They have a lot of catching up to do because they are not hardwired for 21st-century hardware. How can teachers stay credible and legitimate when, in terms of digital developments, they are so far behind the students they are supposed to be guiding? continue reading
Friday, September 19, 2014
Why read? Six reasons why you should keep reading
Reading has been an essential part of our lives for thousands of years. There are various reasons why people read. Whether it is a restaurant menu, a newspaper article, a prayer booklet or the whole Epic of Gilgamesh, you can be sure that someone will enjoy reading it.
1. It stimulates your mind
Studies from the online issue of the journal Neurology found that reading or doing other mental activities can slow the progress of or prevent Alzheimer’s disease and dementia.
According to the news portal Science Daily, the rate of mental decline of those with infrequent mental activity was quicker by 48%.
2. It help improves your focus and concentration
Unlike the experience of reading articles online wherein you can get distracted by ads or the temptation to check other websites in just a click, reading a book can help you improve your concentration because you are focused on a single item, thus helping you absorb what you read.
3. It can help you de-stress
Research conducted in 2009 by Mindlab International at the University of Sussex showed that reading is the most effective way to overcome stress. The participants of the study started to feel relaxed once they started reading.
4. It makes you more empathic
Reading fiction makes people more empathic, according to different studies made in January 2013. Being emotionally moved or touched by a story results in a boost in empathy as seen in experimental studies done during a course of one week for readers of Arthur Conan Doyle or Jose Saramago.
5. It improves your imagination and your vocabulary
Vocabulary is widened when you research on unfamiliar words you encounter in articles or stories you read. One’s imagination is also enhanced when reading because the mind tends to picture what is being read to achieve better understanding.
6. It can help fight depression
Studies from the University of Manchester published in 2013 state that people with severe depression can benefit from “low-intensity interventions” like reading self-help books.
Saturday, July 6, 2013
Always Doing the Right Thing at the Right Time: A Reflection of a Public School Teacher
By: Evelyn R. Magpantay
Another year had passed as things happened along which had contributed much to our performances not only to our families and our love ones but most importantly towards our works and attitudes in the performance of our duties, responsibilities, and mission as teachers.
Hope that this year would be a more fruitful year to all. Hoping too that God continuously shower us with the gifts of life, wisdom and strength to cope with the challenges of our works each day.
Having moments of reflecting as to how I am doing my job as a teacher in relation to my pupils’ performance and feedback from my peers, parents and school heads, it is easy to think about getting to the conclusion that I’m still okay. It’s because I am sure to myself that I am doing the right thing at the right time. I make it to a point that every moment is important especially to those who are interested to learn. I assume that everybody does for if they don’t, they will not be in school.
No time is wasted because they are slow learners and their picking up span is short that I have to make use of that precious time for them to develop the basic skills they need to learn each day. I know they are eager to learn too that’s why I try to make the lesson simpler for them to understand. As to my colleagues, everything is going smoothly. The relationship with them and the parents are amazing and wonderful. That’s why, I’m happy about it.
Padre Burgos Central School
Padre Burgos- Agdangan District, Division of Quezon
Padre Burgos- Agdangan District, Division of Quezon
Hope that this year would be a more fruitful year to all. Hoping too that God continuously shower us with the gifts of life, wisdom and strength to cope with the challenges of our works each day.
Having moments of reflecting as to how I am doing my job as a teacher in relation to my pupils’ performance and feedback from my peers, parents and school heads, it is easy to think about getting to the conclusion that I’m still okay. It’s because I am sure to myself that I am doing the right thing at the right time. I make it to a point that every moment is important especially to those who are interested to learn. I assume that everybody does for if they don’t, they will not be in school.
No time is wasted because they are slow learners and their picking up span is short that I have to make use of that precious time for them to develop the basic skills they need to learn each day. I know they are eager to learn too that’s why I try to make the lesson simpler for them to understand. As to my colleagues, everything is going smoothly. The relationship with them and the parents are amazing and wonderful. That’s why, I’m happy about it.
I am proud to inform my school head that my desire to be an effective teacher is in my heart and soul ever since I became a teacher. And so as always, my priority is how to make these pupils improve their eagerness to learn, to study and develop their skills gradually.
It has been my desire that they remember me years after or even if I’m gone here on earth. That some of them my recall and say that if not with teacher Babes (Evelyn), I haven’t learn how to read, to multiply, I had stopped and so on; that they remember and think of the good points in me instead of my weaknesses.
To others, it may not be that important but it’s all that makes me happy. The best price I can get from laborious days of hardship each day and for many years as a public school teacher.
I think that in my age now, there is nothing more to change because I see to it that I do my best shot each day inside and outside the classroom. I recognize that I have limited talents but I work hard for the skills bestowed in me to be a good teacher in the best way I can. Sorry if I at times or many times I can’t cope up with the rest of the expectations from me.
Finally, I will still be what I used to be. That is always working to be efficient until my retirement comes. I pray to God that He looks upon me and give me longer years to live with my family and love ones, to share what I can share to others, give love to all and be contented for what I have.
(Teacher Evelyn R. Magpantay is a grade three teacher of mentally challenged pupils. She's in the service for 35 years and her passion to teach just keeps on burning. She is retiring in two years time.)
Tuesday, June 11, 2013
Independence and True Freedom: 7 Things to Avoid to Have Freedom From Self-Centerdness and Selfishness
By: Gilbert M. Forbes
DepEd Quezon, CALABARZON
Many of us are constantly searching from some sort of freedom. It is a type of freedom from enslavement of self which is considered as the true essence of freedom.
This is usually attained true self actualization which according to Maslow is the topmost in the pyramid of needs. Basically, most of us are gifted with this ability because of being an spiritual creature. However, this is overshadowed by our own weaknesses usually as a result of un-contained pride and prejudice to others. We tend to believe that we know ourselves but the truth is, we are not.
This happens when we don’t recognize apart from knowing our weaknesses, how other people look at us and perceive our personalities. This is the so called dark side or shadowed part of our self. Psychology experts commonly call it the gray area. These are the things that we know but people around us don’t know or things they know but we ourselves don’t know.
In knowing ourselves, the most difficult or challenging task is to accept how other people perceive our character. Commonly this could be considered as the greatest blunder towards changes for the better. These types of people may listen but later reject what they are advised to do because they couldn’t simply accept the difference in personality or character they know and what others perceive.
Having some or even a few of this kind of personality in the workplace or team could be a great blunder particularly when urgent reforms are needed. It’s because, people who couldn’t recognize or accept their gray areas find it difficult to do the following:
- Get out of their comfort zones. They are good at defending their turf in the guise of the common good. They are good to seek and have the support of others in their immediate circles so their leaders who don’t want friction have to resort to win-win solution jeopardizing the fast speed of reforms that need to be achieved. At the outset, sectors of the organization who are expecting for immediate changes are either disillusioned or have to wait and be patient. The worst, if they succeeded in their bullying strategy and as a result just choose a let it be stand.
- Adjust to the increasing demands of work. They tend to do the same thing over and over again even when the same result comes out. Innovations are difficult to implement even learn a new tool such as the use of current available technologies.
- They possess natural gift on the art of demolition. Peers or leaders who are considered threats are either to be tamed or silence. Those who can’t be because of their principles and idealism are the targets of demolition jobs in the nature of false accusations, assumptions, etc., usually aimed at tarnishing their untarnished names. They are good at pretending. To an unsuspecting individual, they thought that they are being treated well but once turn their backs, they are the ones spreading lies.
- Generosity and selflessness. They are easy to complain on the kind of losses that may arise on something but find it difficult to give more in the name of service. They used to ask more but give less. Once they have done a favor or ask to do some over time work, they are expecting for something in return or they themselves will find ways to recover what they have given in different ways either obvious or not.
- Trust,, responsibility and accountability. They find it easy to circulate gossips undermining the integrity of their fellow workers and most importantly their leaders. They commonly distrust fellow workers who are trying their best to do the right thing always. They usually distrust their immediate authority even in the presence of transparency. They forget the fact that they are responsible and accountable to all the things they do. They might be unaware about possible consequences of their actions but the truth is once leadership of any institution is weaken, its credibility challenge, if the institution falls, they themselves fall. Hence they would not trust others, they themselves aren't trustworthy. To test this fact, one may check the accuracy of your company or institutions log books.
- Adjust to the lifestyle their incomes can support. Most of the time, our gray areas falls on our inability to adjust the life style that our respective pay checks can afford. Ordinarily, these are the people who before experienced some forms of let’s say bounty. So to support and continue this life style, they learn to engage in other income generating activities- which the worst form would be to become corrupt. Others who don’t have the position may do some extra income activities banking on their positions. It is no surprising at all to know personnel who are selling this and that either in offices or in academic institutions. There would be no wrong at it at first glance but once conflicting interest exists, apart from considering guidelines relative to it, delicadeza should apply. On the other hand, others resort to borrowing finding out later that they are already indebted to the neck.
- Punctuality. This couldn't be considered a gray area of our personality but once it is done habitually, it becomes part of our character. As it becomes part of our character, we tend to defend and elaborately reason out though there's no amount of excuse that could make it acceptable.
Is there something to hope for with this type of people or personalities? We people are naturally ambivalent. So, it is an inherent trait that we are usually unaware of our respective gray areas. But what is important is after we become aware of it, we could easily adjust- for the better. Not only for the good of the organization where we belong, but most importantly for our self growth towards self actualization. This ability is what separates us from ordinary living creature.
What about you, how are you separated and different from ordinary creature?(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University. A campus paper adviser and trainer for 13 years. Currently, he is a school principal in one of the central schools in the Division of Quezon.)
Saturday, October 6, 2012
Overcoming the Procrastinator in Us and Getting Our Brand Stand Out
By: Gilbert M. Forbes
DepEd Quezon
According to Filipino Financial Expert and Leadership guru, Francis J. Kong in his article published in the Philippine Star entitled, ‘Are You the Late Juan dela Cruz,’ the way we particularly behave and show ourselves to others is our brand. If we think that only marketed products need branding, we too need branding.
Francis J. Kong said that “You are a brand, just as I am my own brand and your next-door neighbor is his own brand. Who we really are and what people perceive us to be – our brand – may be two different things, but as the famous line goes, “Perception is reality!”
Many of us couldn’t deny that many of us are constant procrastinator since time we could remember. The reason why the word Filipino Time has become a negative connotation to less than we, the latecomers ourselves. We simply love to do things between deadlines. We always feel like we can do things better when it’s almost time. We find it hard to start from scratch if there’s still enough time. I don’t know but I find it easy to start and finish things while cramming. I’m sure others would share the same experience.
However, we have to realize that it is creating a negative images or mark on our brand. That brand is of being a peculiar procrastinator.
We may not be the only procrastinator in town but if we are popular, we would stand out as the leader of all procrastinators. So, we have to slowly get away from this negative label.
Francis Kong reminds us that we have to remember that our constant tardiness costs the company or the government money, but we need to understand that it actually costs us more. It’s because our reputation is put on the line every time we are late.
“Habitually late people are usually procrastinators who have trouble resisting immediate gratification. Sometimes, they even enjoy putting something off until the last minute. Such habits become ingrained over time. Chronic lateness is like an illness – it begins with a few symptoms that grow into a full-blown sickness.”
“Despite the consequences, tardiness is often a difficult habit to break. Battling it takes more than setting the clock 10 minutes advance. That never works. Stop making up excuses, and start managing your time with these helpful tip that Francis Kong recommends:
So, let us be punctual. It will reflect our character. It will build our brand every day of our life. After all since time immemorial, our forefathers, are known not only in their honesty but on punctuality.
If there is an American Time, there is Filipino Time because Filipino Time is on Time!
(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University. A campus paper adviser and trainer for 13 years. Currently, he is a school principal in one of the central schools in the Division of Quezon.)
Reference:
Kong, Francis J., Are You the Late Juan De la Cruz?, The Philippine Star
Forbes, Gilbert M., Getting My Brand Stand Out and Overcoming the Procrastinator in Me, A Reflection Paper Submitted at the Philippine Normal University as part of the requirements in Human Behavior and Management, First Semester 2012
DepEd Quezon
According to Filipino Financial Expert and Leadership guru, Francis J. Kong in his article published in the Philippine Star entitled, ‘Are You the Late Juan dela Cruz,’ the way we particularly behave and show ourselves to others is our brand. If we think that only marketed products need branding, we too need branding.
Francis J. Kong said that “You are a brand, just as I am my own brand and your next-door neighbor is his own brand. Who we really are and what people perceive us to be – our brand – may be two different things, but as the famous line goes, “Perception is reality!”
However, we have to realize that it is creating a negative images or mark on our brand. That brand is of being a peculiar procrastinator.
We may not be the only procrastinator in town but if we are popular, we would stand out as the leader of all procrastinators. So, we have to slowly get away from this negative label.
Francis Kong reminds us that we have to remember that our constant tardiness costs the company or the government money, but we need to understand that it actually costs us more. It’s because our reputation is put on the line every time we are late.
“Habitually late people are usually procrastinators who have trouble resisting immediate gratification. Sometimes, they even enjoy putting something off until the last minute. Such habits become ingrained over time. Chronic lateness is like an illness – it begins with a few symptoms that grow into a full-blown sickness.”
“Despite the consequences, tardiness is often a difficult habit to break. Battling it takes more than setting the clock 10 minutes advance. That never works. Stop making up excuses, and start managing your time with these helpful tip that Francis Kong recommends:
- Traffic is terrible, so why not simply set out early? You will never know what may go wrong while you’re off to work or to an appointment. And then there are days when just about e-v-e-r-y-t-h-i-n-g goes wrong. But if you’ve set out for work early, you can run behind yourschedule and still be on time for the call time.
- Compute the time it takes to do other tasks. Travel and traffic are just two things, but what about the time it’ll take for you to secure a parking space? If it’s your first time to go to a location, consider also the time you’ll spend looking for the right address and asking for directions.
- Better plan the night before. The clothes you’re going to wear, the shoes you’re going to use, the things you need to bring – if all these were prepared the night before so that all you have to do is just grab them on your way out, you will definitely save a lot of prep time. So stay organized!
- Let technology serve, not enslave you. Cell phones, SMS, email. These things make us available to everyone 24 hours a day. Assign only a specific time for checking and returning them. Intermittent opening would take up a lot of your time without you noticing it. You should do the same even in returning clients’ phone calls. Keep in mind that there are more than two countries in this world of ours aside from “Rush-ia” and “Urgent-tina”. Don’t get caught up with long conference calls or last-minute memos. Keep it off and open it only during break times. For emergency, give the emergency hotline of the office or the institution you are working for. Inform your peers, friends and family members that you could only communicate with them during break time. It would be better if your could leave your cellphones in a locker just like those working in factories and department stores.
- Don’t just stand there… Do something! When there’s a job for you to do, start it immediately. It’s really rare to find people who actually work best under pressure, so don’t fool yourself into thinking you’re one. Looming deadlines become less bothersome when you start working on the task early enough and when you keep at it until it’s finished.
So, let us be punctual. It will reflect our character. It will build our brand every day of our life. After all since time immemorial, our forefathers, are known not only in their honesty but on punctuality.
If there is an American Time, there is Filipino Time because Filipino Time is on Time!
(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University. A campus paper adviser and trainer for 13 years. Currently, he is a school principal in one of the central schools in the Division of Quezon.)
Reference:
Kong, Francis J., Are You the Late Juan De la Cruz?, The Philippine Star
Forbes, Gilbert M., Getting My Brand Stand Out and Overcoming the Procrastinator in Me, A Reflection Paper Submitted at the Philippine Normal University as part of the requirements in Human Behavior and Management, First Semester 2012
Wednesday, August 15, 2012
How Teachers Can Motivate Students in the Classroom
An article originally posted at www.depedteacher.blogspot.com with the same title
An old saying moves, "When the student is ready, your teacher will appear." While that's correct, I believe we can increase the process.
Following are generally 12 suggestions each teachers and mother and father can implement to get children motivated this coming university year.
1. Develop curiosity
Curiosity could very well be the greatest of all motivators. Here's the difference between American and Japanese styles of teaching: In Japanese schools, students are instantly introduced to a problem or even challenge. They cope with it. Curiosity is of course engendered. By contrast, in United states schools the main thought(s) are presented, the solution is taught, and then students training. Where the awareness is engendered using this approach?
2. Teach students to question themselves
Promote students to ask on their own questions. The asking process starts your thinking process. When individuals begin to ask on their own "Why?" and "How? Inch questions, both performance and interest increase. There are only a few things we are very likely to answer than a question-the cell phone, the doorbell, and e-mail.
3. Create desire
College students are constantly wondering, "What's In It For Me?Inches Since they're tuned to that particular radio station, WII-FM, devote a little time at the beginning to discuss what the lesson provides in it for them-long and/or short-range. Think about asking why the lesson would be worthwhile, how students will manage to benefit from it, and how they can make use of it. In fact, begin by asking these concerns of yourself. Caught? Put it on the stand for students to cope with. You will be pleasantly surprised about (1) how imaginative they will be and (2) how it helps them take up the lesson.
4. Structure experiences to make use of to life outside of institution
Theory is important, nevertheless interest will increase the far more you tie this into practice by simply showing how the studying makes life easier and better. Share what sort of content will help pupils make better decisions, resolve more problems, get along better with others, and make them more effective.
5. Develop a sense of private responsibility
Remember the simple principle of motivation: consciously or nonconsciously people motivate themselves. Every individual is responsible for learning, but it is the teacher's accountability to create the best possible environment in which that learning can take place. An effective way to achieve this is to give college students an opportunity at the beginning of the course to indicate:
What expectations they have
What benefits they expect
What they are willing to do to attain those results
6. Use acknowledgment and also recognition
Acknowledgment/recognition/validation simply asserts. "I see you did your current homework" fosters reflection along with feelings of self-competence. Furthermore, consider repeating the comment you have heard as well as that someone has told you. "Evelyn made an interesting comment, the one which applies to what we're exploring. I think it bears repeating."
What has been accomplished by making use of this simple technique?
Anyone gave recognition.
Explore only encouraged Evelyn however, you encouraged others being more involved.
You demonstrated that you are open to feedback and kids' comments can help with their own learning.
7. Encourage
One of the most successful techniques is to allow student know that you imagine s/he can accomplish the task. Anything of encouragement throughout a failure is worth greater than a whole lot of reward after a success.
Stress that learning can be a process and that there is no-one to learn something and become perfect at the same time. Undertaking something one way rather than being successful is another factor learned; don't consider it failure.
8. Use collaboration
Competition boosts performance, not understanding. Yes, some college students will practice for a long time spurred on from the competitive spirit-be it within music, athletics, or perhaps performing arts. But these students are motivated to compete.
And also competition can be fun for short periods, yet competing with others will be devastating for the little one who never finds himself/herself in the winner's circle. As opposed to compete, the student lowers out by giving way up.
Every time a teacher asks a question of a group, students are competing for the teacher's attention-and normally only one student wins. A better approach is defined learning buddies. A good very shy student will share with one other person. So, instead of asking a question, cause the question. Asking implies a correct solution, whereas posing invites thinking. Have students discuss the answer with one another. Using this approach, every student participates.
9. Get yourself excited
You mustn't expect others to get excited about what you are teaching if you are not excited about it yourself. Show your current enthusiasm for the session. When lecturing, use somewhat more enthusiasm as compared to when you are conversing, facilitating, or reviewing.
10. Intensify interpersonal relationships
Connecting with your individuals on a one-on-one basis is quite valuable, but supporting them connect with one other on a one-on-one basis might be even more valuable. Give students an opportunity to get friendly for short periods ahead of learning activities start off. Establishing relationships are extremely important to young people.
11. Offer choices
No matter age, everyone likes to be able to feel control over your own life. When we will make choices, we feel we have that control. Offer a choice of activities-and that includes house assignments. By providing two, three, or even several activities and letting students choose included in this, you give them an opportunity to select something that engenders enthusiasm.
12. Use assortment
A myriad of visual strategies can be employed including maps; cartoons; selected parts of films, video audio cassettes, and/or DVDs; PowerPoint masterpieces; and overhead transparencies. Dressing up the part of a character (instructor and/or student) qualifies.
Many audio techniques works extremely well such as playing music, recording music, rapping, making verse-or anything that has rhythm. Remember how you learned your ABC's? "Twinkle, Spark Little Star" is the beat for "the alphabet song."
A myriad of kinesthetic techniques can be utilized. Examples are sketching the spelling of your word in the air, browsing a small group swaying together to sense seasick on the boat crossing your Atlantic Ocean as immigration, and just giving a higher five to get interest (two eyes on teacher, two ears listening, one mouth area closed).
Other strategies include large team discussions, case scientific studies, and relating personalized experiences to a learning buddy on the topic.
An additional technique is to use handouts for students to complete through the presentation. This activity keeps them included and also gives them some thing they can refer to later on. This simple technique furthermore allows you to cover a lot more material in less time.
Conclusion
It's a wonderful experience to have in our session’s eager, young people who will be there because they want to be, not because they are obliged to be. Unfortunately, this isn't the case in many school rooms today. However, by focusing on these ideas, we can create lessons that produce better results for both individuals and teachers.
An old saying moves, "When the student is ready, your teacher will appear." While that's correct, I believe we can increase the process.
 |
| Imagine such pupils like them who battled their way to school only to find out a boring lesson and teacher. |
1. Develop curiosity
Curiosity could very well be the greatest of all motivators. Here's the difference between American and Japanese styles of teaching: In Japanese schools, students are instantly introduced to a problem or even challenge. They cope with it. Curiosity is of course engendered. By contrast, in United states schools the main thought(s) are presented, the solution is taught, and then students training. Where the awareness is engendered using this approach?
2. Teach students to question themselves
Promote students to ask on their own questions. The asking process starts your thinking process. When individuals begin to ask on their own "Why?" and "How? Inch questions, both performance and interest increase. There are only a few things we are very likely to answer than a question-the cell phone, the doorbell, and e-mail.
3. Create desire
College students are constantly wondering, "What's In It For Me?Inches Since they're tuned to that particular radio station, WII-FM, devote a little time at the beginning to discuss what the lesson provides in it for them-long and/or short-range. Think about asking why the lesson would be worthwhile, how students will manage to benefit from it, and how they can make use of it. In fact, begin by asking these concerns of yourself. Caught? Put it on the stand for students to cope with. You will be pleasantly surprised about (1) how imaginative they will be and (2) how it helps them take up the lesson.
4. Structure experiences to make use of to life outside of institution
Theory is important, nevertheless interest will increase the far more you tie this into practice by simply showing how the studying makes life easier and better. Share what sort of content will help pupils make better decisions, resolve more problems, get along better with others, and make them more effective.
5. Develop a sense of private responsibility
Remember the simple principle of motivation: consciously or nonconsciously people motivate themselves. Every individual is responsible for learning, but it is the teacher's accountability to create the best possible environment in which that learning can take place. An effective way to achieve this is to give college students an opportunity at the beginning of the course to indicate:
What expectations they have
What benefits they expect
What they are willing to do to attain those results
6. Use acknowledgment and also recognition
Acknowledgment/recognition/validation simply asserts. "I see you did your current homework" fosters reflection along with feelings of self-competence. Furthermore, consider repeating the comment you have heard as well as that someone has told you. "Evelyn made an interesting comment, the one which applies to what we're exploring. I think it bears repeating."
What has been accomplished by making use of this simple technique?
Anyone gave recognition.
Explore only encouraged Evelyn however, you encouraged others being more involved.
You demonstrated that you are open to feedback and kids' comments can help with their own learning.
7. Encourage
One of the most successful techniques is to allow student know that you imagine s/he can accomplish the task. Anything of encouragement throughout a failure is worth greater than a whole lot of reward after a success.
Stress that learning can be a process and that there is no-one to learn something and become perfect at the same time. Undertaking something one way rather than being successful is another factor learned; don't consider it failure.
8. Use collaboration
Competition boosts performance, not understanding. Yes, some college students will practice for a long time spurred on from the competitive spirit-be it within music, athletics, or perhaps performing arts. But these students are motivated to compete.
And also competition can be fun for short periods, yet competing with others will be devastating for the little one who never finds himself/herself in the winner's circle. As opposed to compete, the student lowers out by giving way up.
Every time a teacher asks a question of a group, students are competing for the teacher's attention-and normally only one student wins. A better approach is defined learning buddies. A good very shy student will share with one other person. So, instead of asking a question, cause the question. Asking implies a correct solution, whereas posing invites thinking. Have students discuss the answer with one another. Using this approach, every student participates.
9. Get yourself excited
You mustn't expect others to get excited about what you are teaching if you are not excited about it yourself. Show your current enthusiasm for the session. When lecturing, use somewhat more enthusiasm as compared to when you are conversing, facilitating, or reviewing.
10. Intensify interpersonal relationships
Connecting with your individuals on a one-on-one basis is quite valuable, but supporting them connect with one other on a one-on-one basis might be even more valuable. Give students an opportunity to get friendly for short periods ahead of learning activities start off. Establishing relationships are extremely important to young people.
11. Offer choices
No matter age, everyone likes to be able to feel control over your own life. When we will make choices, we feel we have that control. Offer a choice of activities-and that includes house assignments. By providing two, three, or even several activities and letting students choose included in this, you give them an opportunity to select something that engenders enthusiasm.
12. Use assortment
A myriad of visual strategies can be employed including maps; cartoons; selected parts of films, video audio cassettes, and/or DVDs; PowerPoint masterpieces; and overhead transparencies. Dressing up the part of a character (instructor and/or student) qualifies.
Many audio techniques works extremely well such as playing music, recording music, rapping, making verse-or anything that has rhythm. Remember how you learned your ABC's? "Twinkle, Spark Little Star" is the beat for "the alphabet song."
A myriad of kinesthetic techniques can be utilized. Examples are sketching the spelling of your word in the air, browsing a small group swaying together to sense seasick on the boat crossing your Atlantic Ocean as immigration, and just giving a higher five to get interest (two eyes on teacher, two ears listening, one mouth area closed).
Other strategies include large team discussions, case scientific studies, and relating personalized experiences to a learning buddy on the topic.
An additional technique is to use handouts for students to complete through the presentation. This activity keeps them included and also gives them some thing they can refer to later on. This simple technique furthermore allows you to cover a lot more material in less time.
Conclusion
It's a wonderful experience to have in our session’s eager, young people who will be there because they want to be, not because they are obliged to be. Unfortunately, this isn't the case in many school rooms today. However, by focusing on these ideas, we can create lessons that produce better results for both individuals and teachers.
Saturday, June 2, 2012
Under Dynamic Learning Program, No More Boring Teachers, Schools and Homeworks
Say hello to the Dynamic Learning Program (DLP), which proponents say is not only the answer to perennial problems like the lack of public school teachers and textbooks and what might be boring learning sessions but also a 21st-century method that need not rely on high technology.
At least 157 public high schools in Basilan, Negros Oriental and Negros Occidental provinces are deviating from tradition by adopting DLP, a teaching technique developed by Christopher and Ma. Victoria Bernido, the physicist couple who earned the Ramon Magsaysay Award in 2010.
The Dynamic Learning Program works on the principle of “learning is by doing”, it is student-centered, it’s a system of teaching that focuses on student activity rather than on traditional classroom lectures. The set-up is 70% student activity–30% lecture/discussion, and usually national experts do the majority of the lectures via video. The students learn independently, because each activity is provided with a clear, learning target.
The student will try to understand the lesson on their own by reading the concept notes and by doing the exercises before the lesson is discussed and explained. Some examples of student activities are solving exercises, answering guide questions and copying notes. Each student keeps a portfolio of his work as a representative documentation of his schoolwork. This would later on serve as his reviewer and proof also of his performance in school.
With this, the teacher just facilitate the learning and because they only facilitate they can now handle three classes at the same time on any given concept, for example Math. The program has resolved the problem of lack of teachers since a single teacher can now handle more sections.
DLP is 70 to 80 percent student activities and only 20 to 30 percent lecture. It is designed to solve existing problems plaguing the academe like the dearth of qualified teachers, few or error-filled textbooks and the large number of students per classes in public schools.
The activity sheets form part of a student’s portfolio which will be the basis for grading a student’s performance. Students cannot take their activity sheets home so that the students can really rest and relax when they get home or help their parents in their livelihood.
And because so much work is already done in class, there is no more need to do assignments at home. The program also allows students a “strategic break” from academics every Wednesday, when they focus on physical education, music and arts classes.
Teachers can plan and prepare the activity sheets for the whole school year before classes start in June using DLP modules designed by the Bernidos. Even those who teach multiple classes may find it easy to follow the program.
In a DLP orientation video, Christopher Bernido further explained: “For example, (if) I have three biology classes, I (can) hold these classes simultaneously (even if I) cannot be in three places at the same time. (Since) teacher intervention will be limited… the teacher would give a lecture for 15 to 20 minutes in one section, transfer to another section and lecture again for 15 to 20 minutes there, and so on.”
Just pen and paper
No textbooks, notebooks or high-tech learning devices required—just pen and paper. Students may even write on the back of old calendars if they run out of activity sheets, which they can later file in different portfolios.
“It’s plain hard work. When we visited one of the schools (during the pilot run), I saw that the students even put rubber band or tape around their pens to have a better grip because they used their pens quite often,” said Smart public affairs chief Mon Isberto.
“And these self-driven students are the kind of students we need in the 21st century, students who can acquire new skills on their own,” Isberto said. DLP is “a no-tech but 21st-century method” that can work even “without textbooks or classrooms,” he added.
CDO experience
9,000 Cagayan de Oro high school students who had tried the DLP showed a “highly significant” improvement in their English, math and science tests in March 2012 compared to their test scores in June 2011.
The Cagayan de Oro experience mirrored that of students at CVIF, where the Bernidos first introduced the method in 2002. Since adopting the program, the school has consistently produced successful examinees in the University of the Philippines College Admission Test (Upcat), considered one of the toughest college entrance exams in the country.
Stephanie Orlino, a community partnerships officer at Smart explained that it’s very encouraging. Despite the fact that we had birth pains in the first year and (Cagayan de Oro) experienced Tropical Storm ‘Sendong,’ and despite the fact that the students had only four academic days, with no homework and less contact time with teachers, they improved in all subject areas.
Judee Dizon, Smart’s program officer in CDO, said DLP also enabled seven high schools devastated by Sendong in December last year to bounce back immediately and resume classes the following month.
Smart is currently supporting the Bernidos by reproducing DLP materials and assisting the couple in training more schools heads and teachers via teleconferencing and other tech-savvy methods.
Isberto said spreading DLP is Smart’s first step in developing a generation of students best suited for e-learning. “Once you have these self-learning students gradually introduced to e-learning tools on top of the [DLP] system, these students will fly,” he said.
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| Students work on their own under DLP. (Photo courtesy of www.smartschools.com) |
The Dynamic Learning Program works on the principle of “learning is by doing”, it is student-centered, it’s a system of teaching that focuses on student activity rather than on traditional classroom lectures. The set-up is 70% student activity–30% lecture/discussion, and usually national experts do the majority of the lectures via video. The students learn independently, because each activity is provided with a clear, learning target.
The student will try to understand the lesson on their own by reading the concept notes and by doing the exercises before the lesson is discussed and explained. Some examples of student activities are solving exercises, answering guide questions and copying notes. Each student keeps a portfolio of his work as a representative documentation of his schoolwork. This would later on serve as his reviewer and proof also of his performance in school.
With this, the teacher just facilitate the learning and because they only facilitate they can now handle three classes at the same time on any given concept, for example Math. The program has resolved the problem of lack of teachers since a single teacher can now handle more sections.
DLP is 70 to 80 percent student activities and only 20 to 30 percent lecture. It is designed to solve existing problems plaguing the academe like the dearth of qualified teachers, few or error-filled textbooks and the large number of students per classes in public schools.
The activity sheets form part of a student’s portfolio which will be the basis for grading a student’s performance. Students cannot take their activity sheets home so that the students can really rest and relax when they get home or help their parents in their livelihood.
And because so much work is already done in class, there is no more need to do assignments at home. The program also allows students a “strategic break” from academics every Wednesday, when they focus on physical education, music and arts classes.
Teachers can plan and prepare the activity sheets for the whole school year before classes start in June using DLP modules designed by the Bernidos. Even those who teach multiple classes may find it easy to follow the program.
In a DLP orientation video, Christopher Bernido further explained: “For example, (if) I have three biology classes, I (can) hold these classes simultaneously (even if I) cannot be in three places at the same time. (Since) teacher intervention will be limited… the teacher would give a lecture for 15 to 20 minutes in one section, transfer to another section and lecture again for 15 to 20 minutes there, and so on.”
Just pen and paper
No textbooks, notebooks or high-tech learning devices required—just pen and paper. Students may even write on the back of old calendars if they run out of activity sheets, which they can later file in different portfolios.
“It’s plain hard work. When we visited one of the schools (during the pilot run), I saw that the students even put rubber band or tape around their pens to have a better grip because they used their pens quite often,” said Smart public affairs chief Mon Isberto.
“And these self-driven students are the kind of students we need in the 21st century, students who can acquire new skills on their own,” Isberto said. DLP is “a no-tech but 21st-century method” that can work even “without textbooks or classrooms,” he added.
CDO experience
9,000 Cagayan de Oro high school students who had tried the DLP showed a “highly significant” improvement in their English, math and science tests in March 2012 compared to their test scores in June 2011.
The Cagayan de Oro experience mirrored that of students at CVIF, where the Bernidos first introduced the method in 2002. Since adopting the program, the school has consistently produced successful examinees in the University of the Philippines College Admission Test (Upcat), considered one of the toughest college entrance exams in the country.
Stephanie Orlino, a community partnerships officer at Smart explained that it’s very encouraging. Despite the fact that we had birth pains in the first year and (Cagayan de Oro) experienced Tropical Storm ‘Sendong,’ and despite the fact that the students had only four academic days, with no homework and less contact time with teachers, they improved in all subject areas.
Judee Dizon, Smart’s program officer in CDO, said DLP also enabled seven high schools devastated by Sendong in December last year to bounce back immediately and resume classes the following month.
Smart is currently supporting the Bernidos by reproducing DLP materials and assisting the couple in training more schools heads and teachers via teleconferencing and other tech-savvy methods.
Isberto said spreading DLP is Smart’s first step in developing a generation of students best suited for e-learning. “Once you have these self-learning students gradually introduced to e-learning tools on top of the [DLP] system, these students will fly,” he said.
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