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Build a Waste Free Nation

posted Apr 20, 2017, 10:25 PM by Jose Dasig

Johanna V. Consunji 
Teacher 1

             The community is not a place where people build a mountainous smoky home. Neither the school is a place where pupils create a dumping site.

           One of the major causes of improper waste management is lack of discipline of every Filipino. Many people nowadays are becoming more hard-headed than before. We know when, where, and how to segregate and dispose properly those waste, but we often do what is detrimental. Second, is the ignorance of the law? Few are oriented on what will be the consequence and cost of littering everywhere. Third, is lack of love and care for the environment?  Many Filipinos even people all around the world are guilty for this occurrence.  We start to neglect and not give importance of what God created. It says in the Holy Bible “We as humans, are responsible for taking care of our environment”, but it seems that we are the first to annihilate it. Lastly, foreign countries like Canada use our nation as their dumping site. According to the report of GMA News last month, Canada brought their trash in our country for no specific reason. The government is still deaf and mute for this issue for it will just start a problem if it reacts.

           Consequently, improper segregation and disposal of waste have a tremendous effect in each and every one of us. First, our environment will be more expose with the garbage that can harm us. For this reason, there will be more floods in our country. In addition, our nation will not be a tourist destination for it will be more unclean that cannot attract the eyes of the foreigners. Furthermore, all the animals might also be affected because there would be no place for them to live as well as there would be no food for them to eat. For all things will be poisonous because of the chemical content of the garbage. Lastly, there are lots of diseases that we, as humans can get in inappropriate disposal.

           On the contrary, we can make necessary solutions for this matter if we really want to save our state for becoming a smoky mountain home. As Filipino citizen, we must have proper discipline on waste management. We must know that if we do the right thing like segregating biodegradable from non-biodegradable materials it will be a great help for the environment. Next, we must make necessary research about the law and what it states regarding the penalty of being disobedient. Moreover, as a member of the Filipino community we must have unity to build a nation with a certain goal to develop the love and care for our surroundings by means of making it clean through the help of government programs. Lastly, we must not be afraid of protecting the dignity of our country.  We must respect and stand for our nation against some countries that abuse our environment.

          Let the human live in a green and clean home. Live a hopeful generation for a heaven- like environment where we all, can breathe fresh air, can see green lands and can live a healthful life.

Positive Discipline to a Child’s Development

posted Apr 20, 2017, 10:22 PM by Jose Dasig

Rhyann Carlos D. Balan 
Teacher 1

 

            Teachers play an important role in helping children become caring, capable and resilient adults. For this to happen, it is crucial that we as teacher consider what kind of people we want our students to become, and to interact with them in school implementing and teaching the values and skills that they will need to become compassionate and competent citizens of our country.

            The first important thing that we can do is to create a warm friendly environment and classroom situation that ensure our students to be physically, mentally and emotionally safe. It considers that we recognize and respect their difference and developmental level, become sensitive to their academic and social needs, and empathize with their feelings and emotions and even the real-life situations that they have.

            A child is a special creation of God. They want to stay and live in a warm, safe and loving environment wherein they learn best and participate actively. We always assure that “No Child Left Behind” in any classroom situation. Let them feel your love and care through listening and understanding their little voices that are full of hopes and dreams.

            There is no perfect classroom situation, and there is always a possibility of conflict between students and teachers. But through the implementation of Positive Discipline Model, we can use the conflict as a great opportunity to teach and deal with our students especially to ourselves on how to manage emotions and resolve conflict without any harmful abuse. Let’s make the world safe for children.

            Instead of shouting, getting angry, blaming others and making ourselves stressed by the negative situations in our class, why don’t we use our dreams, goals and passion in teaching as a motivation to continue living in a profession that is full of challenges and chances to change one’s life for the better?

            I know that it is a hard job. But always consider your dreams and sacrifices many years from now. The times that you are aiming to become a public school servant, having a high enough salary, and looking for a permanent position,

            Spider man said that “Great Power comes with Great Responsibility”. Yes, we have a great responsibility to the next generation because the great power is a God-given gift to us.

Continuous Improvement of all Teachers- highly supported by the system for Learner’s Growth and Development

posted Apr 20, 2017, 10:17 PM by Jose Dasig

Rhyann Carlos D. Balan 
Teacher 1

        Today our country faces unprecedented challenges- from a “great recession” and increased global warming, to soaring healthcare costs and declining retirement security. These complex issues require an informed citizenry to debate and decide our future.

         Fortunately, our current industrial model of education is adequately preparing our students to successfully meet the challenges of a knowledge economy. Students must be exposed to a rich and rigorous education. They must master the deeper core content knowledge than ever before as well as acquire a new set of skills to deal with the increasingly interconnected and technological world.

         Now is the time when teachers’ voices and abilities can make a big difference. We have the opportunity to reign and make teaching the profession it ought to be. This is the best time of great challenges and opportunity. Teaching is complex; there is no single pedagogy that can meet the needs and desires of every learner, so that for the sake of learner’s growth and development, Continuous Improvement Plan must be considered.

       Continuous Improvement Plan in every school aims to equip the pedagogue with the tools and strategies they need to make gradual improvements in their respective classrooms. And most especially the application of principles of Continuous Improvement Program for improving school processes.

        I vehemently believed that Continuous Improvement in Education is a process that people engage in, to address a specific problems or difficulties that needs a systematic solution and particular approach to be used inside the classroom to make the teaching-learning process more active and interesting for learners. Guaranteed that the Continuous Improvement Program in teaching would yield a successful sprout in the field of Educational system.

            As a 21st century educator, I am very grateful in a way that it offers trainings and workshops which serve as a route in making the teaching-learning process of every Filipino teachers more comprehensive and systematic.

        To ensure support for the continuous growth of teachers and pupils and to help enhance the teachers’ capability on their standard of work, the system focused on truly improving practice and promoting student learning not only creates procedures for assessing individual teacher’s knowledge and skills, but also has systems of support that provide for the continuous improvement of all teachers.

Paradise for the Innocent

posted Apr 20, 2017, 6:37 PM by Jose Dasig   [ updated Apr 20, 2017, 10:19 PM ]

Norberto A. Villafuerte 
Teacher 1

            School is supposed to be a secure paradise for the youth. They should never fear walking the halls or playing on the playground because someone is heck on making their lives miserable. Even still, when kids go home, they should be able to leave the drama of the school day behind.

           Bullying is a typical pattern of intentionally harming and humiliating others. Bullies are made, not born, and it happens at an early age. Mostly they come from dysfunctional families. A large number of bullies come from homes where there is a little affection and openness. They may often witness their parents being aggressive toward the members of the family. Second, bullies do not care how others feel. Some children either lack empathy or just want seeing others in pain. When they hurt someone, they have no sense of what the other people are feeling. Third, bullies cannot regulate their emotions. When kids do not have the ability to control their emotions, small irritations can discompose them and cause them to over react.

           The experience of being bullied can end up causing lasting damage to victim. There are two ugly outcomes that stem from learning to view themselves as a less than desirable, incapable individual. The first ugly outcome is that it becomes more likely that the child will become easily depressed, angry, or bitter. Being bullied teaches the child that he is undesirable, that he is not safe in the world. and that he is powerless to defend himself. For these reasons, he will find himself helpless which in turn sets him up for hopelessness and depression. The second ugly outcome is that the child will form a wounded self-concept. Having this ugly outcome makes it harder for the child to believe in himself, and when he has difficulty believing in himself, he will tend to have a harder time persevering through hard situations and challenging circumstances. 

           Bullying is truly a serious issue today. However, there are solutions to prevent it. One of the best ways to ensure it is to keep the lines of communication open. Parents must be open in communicating with their children, talking about the negative effects of bullying and teaching what they should do if they are bullied or they see someone who is bullied by other people. Second, it is important to make sure children understand how their actions can affect others. Third, it is crucial to make sure that everyone is aware of the extent of the problem and the effect it can have on children so that everybody will be encouraged to take the right steps to reduce the amount of bullying that occurs.  

             Let the children learn in a peaceful heaven where there is a high spirit within their hearts to build their dreams with the help of the people around them. Let us all desire to see their innocent yet confident smiles all the time.

UNDERSTANDING INDIVIDUAL DIFFERENCES IN LANGUAGE ACQUISITION

posted Apr 13, 2017, 6:31 AM by Jose Dasig

By CARLA D. RIVERA
Master Teacher I
Our Lady of Lourdes Elementary School

        Every person has his own unique characteristic and own unique ways of doing and learning things. Every person possesses some traits which is distinct to him as an individual. This is generally what individual differences is all about. Dornyei (Dörnyei, Z. (2005). The Psychology of the Language Learner : Individual Differences in Second Language Acquisition) defines IDs as the “dimensions of enduring personal characteristics that assumed to apply to everybody and on which people differ by degree” (p.17). My own definition and interpretation of individual differences, particularly in second language acquisition is the extent to which different individuals differ in the way or process of learning a second language which is largely dependent or affected by several internal and external factors that surrounds an individual. Ellis (2008) thoroughly discussed in his book all about these IDs factors which are deemed responsible for the acquisition of second language. In the light of this, I will briefly discuss and summarize all these eight factors and the underlying issues involving these.

        The first factor is language aptitude. Carroll (1981 as cited by Ellis, R. (2008). The Study of Second Language Acquisition. Oxford: Oxford University Press.) enumerated five key aspects of language aptitude which becomes the basis of most researches. According to Carroll, aptitude is separate from achievement and motivation. Therefore, one’s academic performance does not determine one’s language aptitude nor his level of motivation influences his aptitude. Another key aspect of language aptitude is its innateness and being stable suggesting that it cannot be altered through training or formal teaching. Aptitude is also viewed as a predictor of learning but not necessarily a prerequisite to it and it is far different from intelligence.

        The role of language aptitude in language learning is also a necessary point to consider as it complements the key aspects mentioned earlier. Language aptitude predicts successful learning in formal and informal learning situations as proven by the studies of Horwitz (1987b), Skehan (1986a, 1986b, 1990)and Harley & Hart (1997) – all cited by Ellis (2008). Language aptitude is differentiated rather than cumulative where learners find different ways to learn a language successfully (Skehan, 1986a as cited by Ellis, 2008). Language aptitude is also considered as a factor in L1 language skills and proficiency. This means that when learners have strong L1 acquisition, they also generally have strong language aptitude (Sparks, Ganschow & Patton, 1995 as cited by Ellis, 2008). Lastly, language aptitude does not depend on training. Studies have shown that formal training does not improve language aptitude. However, it has also been observed that the language aptitude of learning-disabled students significantly improved and therefore, training cannot be totally dismissed in relation to language aptitude.

        The second factor is the cognitive style which is generally based on field independence (FI) and field dependence (FD). The basic assumptions regarding this FD/I is that FI learners usually excel in a formal language learning while FD do better in informal one. Another assumption is that FI are generally good in cognitive task while FD excel in communicative task. Lastly, FI were also believed to do better when taught deductively while FD learners do better when given examples using inductive method. However, research findings show that FI generally do better both in formal and informal as well as functional language situations than FD.   

        Personality, being the third factor revolves around two major personality traits: extraversion and introversion. It is assumed that extroverts excel in acquiring basic interpersonal communication skills (BICS) while introvert excel in developing cognitive academic language proficiency (CALP). Studies show however, that extroverts have a general advantage over introverts not only in communicative aspects but also in academic aspects. (Strong (1983); Dewaele & Furnham (1999) as cited by Ellis 2008; Mei-Ling and Li-Mei (2012) Mei-Ling, C., & Li-Mei, H. (2012). Personality Type, Perceptual Style References, and Strategies for Learning English as a Second Language. Social Behavior & Personality: An International Journal, 40(9), 1501-1510.

        Another factor is the effect of integrative and instrumental motivation in L2 learning. Integratively motivated learners are said to be goal-oriented. Their goal is to become a part of their target language community and to identify with the social groups. On the other hand, instrumentally motivated learners focus more on the result or what they will gain from learning a language such as opportunity for work, education etc. Muftah and Rafik-Galea (2013) Muftah, M., & Rafik-Galea, S. (2013). Language Learning Motivation among Malaysian Pre-University Students. English Language Teaching, 6(3), 92-103. doi: 10.5539/elt.v6n3p92) found that most pre-university students were instrumentally motivated. We can therefore conclude from this finding that most foreign language learners are instrumentally motivated and second language learner are integratively motivated. Generally, integrative motivation has greater advantage over instrumental motivation but both can influence language acquisition.

        Another factor that affects language acquisition is anxiety. Three basic assumptions were studied as to this effect. The first assumption is that anxiety facilitates learning. This is true however, in sports performance (Yerkes-Dodson law as cited by Ellis, 2008) and not yet proven in language learning. Another assumption which was largely supported by most studies is the negative impact of anxiety in language learning (Salito & Samimy, 1996; Rodriguez, 1995 as cited by Elli, 2008; Serraj, S., & Noordin, N. b. (2013). Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension. English Language Teaching, 6(5), 1-12. doi: 10.5539/elt.v6n5p1). The third assumption is that language anxiety is the result of language learning difficulties and not the cause. However, this claim has not yet been clearly established through research and studies.

        Willingness to communicate (WTC) or the learner’s attitude is also assumed to play a role in language learning. WTC is assumed to be a part or somewhat related to motivation. It is also believed that positive attitude leads to successful language learning and that learners with strong willingness to communicate benefit from communicative language teaching (CLT). The findings however, show that learners’ WTC depends in part in their personality and in part in motivation which enables them to perform classroom activities (Ellis, 2008). Therefore, WTC indirectly influence proficiency.

        Learner beliefs were also considered as factors in language learning. It is assumed that language learners form mini theories of how they learn a second language (Hosenfield, 1978 as cited by Ellis, 2008). Learner beliefs may also have different results for different learners which will define their success or failure in learning a language. It is also situation specific and dynamic which greatly varies depending on the learners’ situation. However, most studies have not established a strong relationship between learner beliefs and language learning.

        Finally, learning strategies or the learners’ way of learning a language can also be considered as a factor that influence language learning. It largely depends on the learners’ choice of strategy which can be divided into two factors: learner factor and social & situational factors. It is believed that the learners’ choice of strategy depends on their age, motivation, learning style, beliefs and language learning experience. Also, their choice may be dependent on the target language, type of language acquisition, task type and gender.


EFFECTS OF USING ENGLISH AS LINGUA FRANCA IN THE TEACHING OF ENGLISH IN SCHOOLS

posted Apr 13, 2017, 6:28 AM by Jose Dasig

By: Carla D. Rivera
Master Teacher I
Our Lady of Lourdes Elementary School

        English is the most commonly used and highly recognized means of communication in the world. (Rahimi, Forough; Bagheri, Mohammad Sadegh. Studies in Literature and Language3. 2 (2011): 118-122.) It is widely used not only in the field of business and science (Schutz, 2005 as cited by Rahimi & Bagheri) but also in the world of academe. However, it is not the sole language used in pedagogy particularly in countries where English is not the first language. On the other hand, Samarin (Seidlhofer, B. (2004) Research perspectives on teaching English as a lingua franca, Annual Review of Applied Linguistics, 24. 209-239) defines lingua franca as “any lingual medium of communication between people of different mother tongues, for whom it is a second language.” English as a lingua franca in this sense therefore suggests that English will be used as the medium of instruction and/or communication in teaching English in schools regardless of the teachers’ and students’ vernacular. Thus, this discussion focuses on the positive and negative effects of using English as lingua franca in teaching of English in schools.

        On the positive side, using English as a lingua franca in the teaching-learning process foster benefits for both the teachers and students. In this regard, some of the most obvious ones will be discussed. First, English serves as an easy link to world. In her study, Vizconde (2011) cited Honna and Takeshita’s (2005) statement about the Japanese MEXT (Ministry of Education, Culture, Sports, Science, and Technology) policy which states the importance of having the ability to use English in communicating in gaining the understanding and trust of the international world. Furthermore, Honna and Takeshita implies that English is a key to the further development of their country since they are given a fair chance of presenting themselves to the world. This is true particularly in the world of business and trade. A Japanese or a Chinese businessman would surely find difficulty negotiating with other businessmen in other countries if he only knew his own vernacular.  Since English is the second most spoken languages in the world, it is such an advantage if a person has a good command of the language.

        In addition, English also serves as a wide open door to success. Mansoor (2004) as cited by Vizconde (2011) describes English as a “passport to success and prosperity.” Furthermore, Allsagoff (2012) argues that though English proficiency is not the only qualification needed to get a job, it cannot be denied that it is an asset. She also concluded that with the current trends in the world where large continents such as Europe and countries such as Germany are starting to shift to the use of English in the work text, there is no doubt that “English will be an important language to know in order to be employed in transnational corporations.” This is true in the sense of high employability rate. In most setting, this one particularly in the Philippine setting, job opportunities are widely open to those who are proficient in the use of English language. Call center agent, for example, is a very popular job in the Philippines today and it is off course necessary that applicant s should have English proficiency since they will be dealing with different people of different languages and English will be their intersecting point in understanding each other.

        Talking about success in the light of educational attainment this time, also proves that English is a very powerful tool. Allsagoff (2012) quoted Park and Abelman (2004) who argues about how the teaching of English becomes a class marker in South Korea where they regarded English as a huge educational opportunity which allows students to travel and study abroad. This simply means that a student who wishes to study in a foreign country and obtain a higher degree of education (like myself) definitely needs to be proficient in the use of English. Like in my case, I needed to pass the IELTS (International English Language Testing System) exam to be able to obtain the AusAid scholarship and pursue my postgraduate degree at the University of Newcastle, Australia.

        Another positive effect of teaching English as a lingua franca can also be attributed to modernization. In the fast growing world of globalization and modernization, the use of English can also be considered as a door. Since most of the modern industries use English as their language, it would be an easy way to cope up with the fast changing industry. In fact, the Ministry of Education in China issued a unified curriculum for both primary and secondary for a strong belief that promoting English language proficiency can produce them English-proficient people who can lead the country towards modernization (Allsagoff, 2012).

        Finally, English serves a cultural bridge which fosters intercultural awareness and understanding (Poonoosamy’s, 2009, November as cited by Viszconde). Poonoosamy stressed out that the use of English is not just a mere application of theories but rather a means of bridging the cultural gap among people which is caused by the language barrier. This is true especially for international students who mingle with different people with largely different cultures. Because of English, one can understand each others’ culture and becomes aware of the underlying cultural and individual differences which further leads to mutual respect and understanding.

        The abovementioned situations only prove that using English in the teaching-learning process will foster benefits to both the teachers with regards to their professional growth and to the students with regards to their acquisition of knowledge geared towards attaining a brighter future.

        However, despite the positive effects of using English as a lingua franca, we cannot deny the fact that this somehow leads to a common problem which is usually associated with bilingualism and/or multilingualism known as code-switching. There is a serious challenge that bilingual individuals are facing especially that they have to learn two different language systems and maintain fluency and proficiency to both languages at the same time (Braverman, 2010). In the Philippines for example, a grade one pupil will surely be confused if his teacher started speaking English when he is still on the process of learning Filipino words which is the language that they use at home thus, making language learning more challenging.


Graduation Lesson

posted Apr 9, 2017, 6:31 PM by Jose Dasig

By: Racy V. Troy

 

Summer air.  The nostalgia-inducing summer air.  Telling me that the time has already come.

Smiling, my heart beaming with pride, I look back at the memories we have shared.  Soon, we will finally part ways and start a new journey.  I will surely miss those times we laughed and cried, and the times I made mistakes that shaped the person I am today.  I always know you are special, also exceptional.  You guide us in times of despair and loneliness that we may not stray from our dreams.  You believe in me despite my failures and setbacks.  You trust not only me but the rest of us that we can achieve what we envision.  I am sorry for the problems I have given you. My personal issues and affairs that almost hindered me to accept your guidance.  I always thought that I can do things by myself.  My mind often screams “I don’t need this from you”, but I was wrong.  You open my mind to the wonders of education where:  Math is not only a number but a way to understand and solve complicated matters, English is not merely a couple of words but also emotion and expression, Social Studies is not only about the society but how everyone has a role in creating splendid history for the future generations and Science is not just innovations and discoveries but it’s all about life and how we are a part of it.

Now, as I stand before you, teary-eyed nevertheless proud… I want to thank you for this gift of not just my education but the many opportunities you open up for me.  You have become my second parent the moment you impart your knowledge and love with all of us.  You will always be my mentor, my friend, my parent… keep on inspiring others especially those most in need.  May you remain the hope-giving light to everyone.  As I receive my diploma, let me thank you once more for believing in me, and thank God for sending His guidance and blessings thru you.

The “2E” in the Alphabet of Teaching

posted Apr 9, 2017, 5:37 PM by Jose Dasig


The “2E” in the alphabet of teaching stands for Effective and Efficient teacher. There are several ways on how to become an effective and efficient teacher but I’ve got and considered the two among the many. These are listed below.

I.                   Establishing an Active Learning Environment

In order for students to gain knowledge from the presentation of information, they should actively participate in their learning.

Active learning provides opportunities for students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities. All of which require students to apply what they are learning and/or think about what they are learning as they are learning.

Practices of Active Learning Environment which I quoted, established, and practiced in my class

1. Create situations in which students become actively involved, physically and mentally, in order to learn more and learn more effectively and make it meaningful. Have them talk about it, write about it, relate it to past experiences, and apply it to their lives (Chickering & Ehrmann).

2. Deliver lecture material in 20 to 30 minute segments, and then pause to ask related questions. Have the students record their answers in their notes (Drummond).

3. Provide opportunities for students to perform apprentice-like activities (Chickering & Ehrmann).

4. Have student’s research concepts related to specific subjects on the Internet or in the Library.

Make them aware of and accountable for the proper procedure for reporting and annotating correctly.

5. Have students simulate techniques using or producing computer activities.

Classroom atmosphere should be active and living as much as possible. There should be a  what I called “popcorn” participation among the students wherein each one of them will stand-up and give their best shot to deliver their answer or opinion. As a teacher or facilitator of the class, I can’t deny the fact that possessing a sense of humor, speaking with a well-modulated voice and reserving enough energy are essential and it will give the students a strong impression to actively participate inside the class. But there is one thing that I shouldn’t forget and set-a-side, the word “preparedness”. It makes difference when you’re always prepared before you arrived inside the classroom and start the discussion. If we believe in active student learning, we must consider the variety of ways in which students are encouraged to participate.

Benjamin Franklin says, “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

II.                Timely Feedback

Regular feedback helps learners efficiently direct their attention and energies, helps them avoid major errors and dead ends, and keeps them from learning things they later will have to unlearn at great cost. It can also serve as a motivating form of interaction between teacher and learner, and among learners.

“When students learn to internalize the voice of the 'coach,' they can begin to give themselves corrective feedback.” (Angelo)

When I give feedback to my students, I assure that everyone is open for such thing.  I instill to their being that feedback is an essential way of acquiring knowledge and experience. It also serves as a ground for their improvement. Corrective feedback might also help the students to grow not only in their academic performance but might as well to their behavior as human.

Below are the practices which I listed and practiced of providing Timely Feedback;

1. Establish a time period within which all assignments or tests will be graded and returned to the students.

2. Link feedback with assessment and vice versa.

3. Define how quickly students will receive feedback (on questions they ask, emails sent, projects submitted, and tests taken).

4. Don't assume that all students understand; ask. Try asking them to jot down what the "muddiest point" was in a particular reading, lab, or lecture, and then respond to the most common "muddy points" in your next class. Find out what students are doing with the feedback you're already giving them. Do they read and use the comments you write on papers and exams? If so, how? If not, why not? Explicitly demonstrate how you get feedback on your work and what you do with it" (Angelo).

6. Give students chances to reflect on what they have learned, what they still need to know and how they might assess themselves (Chickering & Ehrmann).

7. Use email or Facebook group to support person-person feedback.

8. Encourage the use of student portfolios for storing all student work so that instructors and students can compare early efforts and evaluate growth in knowledge, competence, or other valued outcomes.

Some of the contents of this article were excerpts from the “Ten Principles of Effective Teaching and Practical Examples for the Classroom and Blackboard” among the group of faculty, teachers and staffs at Bradley University, Peoria, Illinois.

Inner Thoughts

posted Apr 6, 2017, 7:37 PM by Jose Dasig

By: Beverly B. Porlante

Teacher II, Bataan National High School

 

                As I reflect in my years of teaching, an overwhelming number of thoughts came into my mind. As John Dewey, an American philosopher once said,  “  We do not learn from experience, we learn from reflecting enough. “ By this we learn and analyze what we have done and what we can think of new things and objectives we have to finish and achieve.

            In my years of spending most of my time inside the four corners of a classroom, I realized the enormous impact that I have in my students. I like to think that I entertained them inspired them, and equipped them with much knowledge.

            It has always been my goal to be an inspiration to my students. I strived to provide them life-changing experiences. I do not want to waste my opportunity to give them a roller coaster ride of life even inside the school. I want to be remembered for being the teacher who has excellent skills and enough patience in getting my students to actively engaged in learning.

            However, I admit that achieving my goals is not easy and standing by my principles is not a walk in the park. I have been in this profession for years and it is inevitable to lose patience from time to time. A teacher, as a human; have also their black days. But, being the one In-charge, I cannot let the struggles bring me down. I am living my life aligned with this Japanese proverb says,  “  To fall down seven times and get up eight.” I need to continue being a strong woman for my students to look me up and believed that nurturing them are not only their parent’s responsibility but also mine.

            To sum up my experiences, I believed that the most important thing that I learned is what is obvious to my students. They are still young. For them, life is only a collection of days. Each lived one at a time. For them, each day should be spent finding the good in everything they laid their eyes on.  For them, a day spent in dreaming, talking and laughing cannot be bettered. And for them, I will do what it takes to make them improve themselves and learned what are necessary. I will make their thousand days of studying worthy by being a teacher they can always count on.

            I am quite far from being perfect. No one else was. Even monkeys fall from trees. But for my students, I have committed to myself that I will try to be the best that I can be.

            

Technical Education: A New Road to Filipino’s Success

posted Apr 6, 2017, 7:35 PM by Jose Dasig

By: Beverly B. Porlante

Teacher II, Bataan National High School

 

                Technical Education is the study of technology in which the students learn about the knowledge and processes related to technology.  In this field of study, individuals regardless of age sex or educational attainment are being covered by their abilities and passion to change and shape our world.  This is to meet continuous human needs thru the use of skills and tools.

                In a fast-moving environment, skilled manpower are vital in building the nation’s economy; both for the progressive and rising countries. There is a big demand in employing “skilled workers” in order for them to achieve their national goals.

                Philippines, as a great nation was considered as the best supplier of excellent workers.  In every part of the world, Filipino skills and abilities were being showcased.  The passion in their area of specialization is always burning.  That is why most foreign employer said, “How can you imagine a world without Filipino Workers”?  Maybe world economy will be much affected. And the reason is most of the world countries depend in our skilled laborers.

                Here in the Philippines, most of our fellow Filipinos are getting a good chance in employment because of their skills. TESDA, (Technical Education and Skills Development Authority) a Government institution devotedly help all the students/learners to acquire necessary skills which will be their armor in life.  Even they are not professional workers who man earned a degree after 4 or 5 yrs in the university, Tesda gave them this great chance of improving their life by acquiring skills of their passion. 

                In this competitive world, here are the lists of the courses which have a big demand both in local and international market.

1.       Automotive Servicing – a course that will train you in performing gas and diesel tune up, servicing in automotive battery service ignition system, lighting system, performing under chassis, preventive maintenance and automotive shop maintenance.

Industry: Manufacturing, Engineering, Service (Automotive)

2.       Baking and Pastry - hands on class and cover the basics of pastry, desserts, bread making and cake decorating.

Industry: Food Service, Hotel and Restaurants, Food and Beverage

3.       Bartender/Barista – serving and drinks preparation. Hot such espresso, Cold alcoholic and non-alcoholic beverages.

Industry: Food Service, Hotel and Restaurants, Food and Beverage

4.       Beauty Care/Cosmetology – helps/develops a person to perform pre and post beauty care services, perform manicure and pedicure, hand spa/body massage, facial treatment, foot spa and facial make-up.

Industry: Health and Wellness, Service (Salons), Hotel Industry (Spa)

5.       Caregiver – trains competency in one person to achieve/provide care and support to infants/toddlers, provide care and support to children, elderly, people with special needs and maintain healthy and safe environment.

Industry: Hospital/Medical, Domestic, Service/Hospitality Industry (Home for the elders)

6.       Culinary Arts – students can learn the basic techniques required in professional kitchen as they undergo training that pairs intensive hands-on practice with in-depth theoretical coverage.

Industry: Foods and Goods Manufacturing, Hotel and Restaurants, Food Service

7.       Call Center Training Course – Enhance the skills of the participants and teach them exceptional call handling when interacting with their customers.

Industry: BPO, Hotel (Receptionist), Customer Service

8.       Housekeeping – enhance the knowledge, skills, and attitude in housekeeping. Provide housekeeping services to guest, prepare room for guest, clean premises, provide valet service, laundry linen and guest clothes.

Industry: Hotel, Hospitality and Service (Hotel housekeeping)

9.       Food and Beverage – this program provides knowledge and skills on the basic food and beverage service in different establishment.

Industry: Food and Beverage, Hotel and Restaurants

10.    Refrigeration and air-conditioning Servicing – train individuals in installing, servicing, maintaining, troubleshooting, and repairing air conditioning and refrigeration units in domestic/residential environment.

Industry: Engineering, Service Industry, Maintenance

 

With these acquired skills, Filipinos are well-equipped, skillfully honed and confidently assured that they can perform at their best in every chosen field both local and abroad. Thru Technical Education, they were given a chance to improve their lives. Name any industry and surely there is a Filipino who is excelling in their work or field.

 

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