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I am a Teacher

posted Apr 16, 2018, 12:52 AM by Jose Dasig

by: Jessica A. Malicdem, T-III COBNHS


This is my story…

 

In teaching, I find that, the more I give the more there is in life to give. And the ones I give are just minutes compare to what I gain in return. What an irony! But true.

I give my time to guide, mold, nourish the mind, to fulfill my duties and my goals for the day. At times, though the dawn already unfolds the bliss of the new day, my body still clamors unwilling to surrender the luxury and comfort of the home wishfully bargaining for another five-minute leeway, but I have to succumb to the call of duty. And so timid limbs go a skimping, rushing, from here to there preparing, getting ready for the day for whatever it may take. What do I get in return? The humor of the adrenaline rush! I count it a blessing to have reasons to burn my energy into something of purpose, to have the real drive to go out of my comfort zone, my usual shell and celebrate life outside with people entrusted to my care. Renewed strength and sustained hope that along the way and in the process I may be of importance to my students’ lives.

I never dreamed of becoming a teacher before, but fate has always turned me to be one. It’s maybe because of the influences of the former teachers and people I’ve been with and lucky to have in my life. They’re the driving force to what I’ve become.

While there are outright perks and privileges teaching can give, it is a long term investment. Results? That, I do not know I might get bored in the long run. Wrong thought. Time’s too swift for those who rejoice! Time flies. Before I knew it, I already spent decades of my life in the field… and I’m glad I made the right choice. Combining all the dictums of all professions of the world, I found it not rewarding. So back to education I went. And there, I found home. From the humdrum of my cold office corners, to now warm, searching classrooms whose products, alive and kicking.

To be able to give, it is but imperative on my part to have thorough knowledge of the school curriculum and other standards I must uphold in the classroom, and ensure my teachings meet those standards. I must always fill my buckets of knowledge and enthusiasm of the subject matter, prepare my instructional materials appropriate to the needs of my students. To support this, I have to set effective discipline and management skills to promote positive behavior and change in students’ work habits to form values. I set high expectations of these individuals so I encourage them to always work at their best level. And what do I gain? A heap of knowledge I may have neglected or never cared to acquire had I not been a teacher!

Truly indeed, it is in giving a part of ourselves that we receive…

Looking at an Authentic Assessment

posted Apr 16, 2018, 12:50 AM by Jose Dasig

by: Jessica A. Malicdem, T-III COBNHS

        Assessment is a teacher’s ultimate tool in finding out learners’ knowledge, what they can do, how well they can do it, how they can go about the task of doing work, how they feel about their work as a result of their educational experiences, and how to improve subsequent learning. Results provide us a clear picture of learning taking place in the four corners of the classroom and how we are in instilling into these minds. Sometimes rewarding, sometimes frustrating.

         Personally, where I cannot do away with assessing my learners, I also find a way to make it rewarding for me and my learners. Between paper and pen (traditional) and authentic assessment, I find the latter more effective way of assessing learnings. First, more concepts will be deduced from the students as evident in their preparation of materials for role playing and portfolio to mention a few. Here they have to come up with a collaborative effort to better execute their performance. Students can in fact, exhaust concepts to be included in composing dialogs unlike the paper and pen where number of items are dictated by number of days certain competencies were taught over the total number of items required for the given assessment. They have to practice as a group again and again leading to more mastery of the lessons. One particular subject where authentic assessment is more appropriate is Disaster Readiness and Risk Reduction. With its aim to link scientific knowledge to real life application, authentic assessment supports the advocacy.

         I am always fond of portfolio assessment. Besides the lessons and concepts I have imparted to students, I always look forward to see students’ creativity in organizing their book. Since a portfolio is a compilation of their best accomplishments, they see to it that they adorn and submit it beautifully.

Well, traditional assessment will always be part of the educative process of the learners. But how is it for consideration to combine authentic ones for holistic result?

Cinderella and the Seven Dwarfs of LEARNING

posted Apr 15, 2018, 8:27 PM by Jose Dasig

By: Roylan T. dela Cruz
Head Teacher I- COBNHS

Do you know the story of “Cinderella and the Seven Dwarfs”? Have you read or watched it? Each of the seven dwarfs has it own name and character. This character is comparable to a classroom situation where Cinderella represents our teacher turning learners to be the best person they can be. Seven Dwarfs represent the Seven Styles of Learning. Knowing and understanding them would lead to authentic learning experience.

 

“Different child, different style” that’s according to Kathy Tagella and Janet Horowitz, both are authors of several books and instructor in US. They have authored the Seven Styles of Learning. When I read their article, I learned a lot that I want to share it to all our reader for further understanding and knowledge of our learners.

 

Knowing our learners will help our teachers to facilitate learning most and understand them. The Seven Types of Learners are Linguistic Learner or The Word Player, Mathematical Learner or The Questioner, Spatial Learner or The Visualizer, Musical Learner (The Music Lover), Bodily/Kinesthetic Learner (They love to move or The Mover), Interpersonal Learner or The Socializer and Intrapersonal Learner or The Individual.

 

Those students who like to read, write and tell stories are the Linguistic Learners. They are the kind of learners who are good at memorizing names, places, dates and trivia. This kind of learners learn best in articulating, hearing and seeing words.

 

Next type of learning style is Logical/Mathematical Learner. Sometimes, they are called The Questioner. They are the types of learners who love to ask questions. This type of learners like to do experiments. They figure things out for themselves and frequently ask questions. They are fond of working with numbers and explore patterns and relationships.

 

People who love to draw are the Spatial Learners or The Visualizers. They make designs, build and create things. Daydreaming for them is an avenue to visualize things. Looking at pictures or slides is their way to learn. Watching movies or playing with a machine is their favorite past time. This type of learner is good at imagining things and sensing changes. They are also good at mazes or puzzle and reading maps and charts. So, this type of learner learn best by visualizing, dreaming using minds’ eye and working with colors and pictures.

 

Do you know anyone who loves to sing? He or she is probably a Musical Learner, oftentimes dubbed as The Music Lover. This type of learners like to sing, hum tunes, listen to music, play an instrument and respond to it. Activities that involve music is best given to this type of learner. This type is good at picking sounds, remembering melodies, noticing pitches and rhythms and keeping time. All in all, they learn best by activities involving rhythm, melody and music.

 

As a teacher, we oftentimes get mad at those students who roam around the classroom as if they are always measuring the whole area. But if you know that they are the type of learners who are Bodily/Kinesthetic Learner, you will be able to make an activity involving bodily movement and they will surely excel, our headache will be lessened. The Movers as they are known like to move around, touch and talk and use body language to communicate. This type of learner is good at physical activities such as sports, dance and acting or doing crafts. Activities involving touching, moving, interacting with space and processing knowledge through bodily sensations are best for them to learn.

 

There are students whom we can compare to politicians because they have lots of comrade. They are the type of Interpersonal Learners or The Socializers. They have lots of friends because of their personality. They like to talk to people or join the group. This type of learners are good at understanding people, leading others, organizing, communicating, manipulating and mediating conflicts. Activities involving sharing, comparing, relating, cooperating or interviewing suits them best. They learn best through the activity I mention before.

 

In some cases, we observe some loner students. They are the Intrapersonal Learners or The Individuals who like to work alone or pursue own interest to learn. This kind of learners are good at understanding self or focusing inward on feelings or dreams. They pursue their own interests or goals and love being original. How can they learn best? They learn best by working alone and on individualized projects. Self-paced instruction and having own space is their best time to learn.

 

We teachers must know our learners not only with their names but also to characters, behaviors and interest they have. Authentic learning styles come along when we really know them. Do you really know your students/pupils?

 

Proactive Teacher

posted Apr 9, 2018, 5:56 PM by Jose Dasig   [ updated Apr 10, 2018, 10:47 PM ]

Kissmark S. Bendo, TI-BNHS    
            

                Being a teacher opens up a lot of possibilities. It is a duty sworn not only to students but more importantly to the whole nation. But teaching is also more than a task. It is a privilege not for all but for the few who are brave enough to heed the call. That is why there are a lot of things one needs to do to truthfully and holistically develop a child.

            For one, a teacher is one who prepares lessons for his/her students. He/she sets up a learning goal, does strategies and plans methods for the achievement of the said objectives, and measures the learning growth of the students. Being a teacher means putting most of his or her time in analyzing what needs to be done and what needs to be said. Being a teacher means offering his or her waking hours in deciding what instructional materials best fit a certain lesson, where and when a child will learn best, and preempting obstacles that may hinder the teaching-learning process. That is true, when you choose to be a teacher and you choose to serve for a lifetime.

            But teaching does not only capitalize on the physical effort an individual can do. The students need more than this; the teachers can do greater than this. The teacher can and will contribute to the emotional well-being of the students. From time to time, we have been faced with students who are stubborn, noisy, and rude. We have sighed at their annoying behaviors;we shouted at their mean remarks; and We hated bullies and isolated talkative learners. Every now and then, we have been fed up that our job is to teach them concepts. Yet as time goes by, I have realized that I have a larger role in the development of their personality. I have learned that there are souls beyond those uniforms, that they are more than their grades—that they cannot be defined by their grades, and what they need is a person who can understand them. It is tough, I know, to be the patient teacher who will not easily quit because of his or her students’ misdemeanor. It is tough to act as a surrogate mother or father because of their irritating boldness on their speech. But these students are humans, enduring family problems and all, undergoing identity and existential crisis, and just learning to be part of a larger environment, and it is not hard to realize such truths.

            More than giving them high grades, I think the best thing that I can contribute to my students is to be that person who will listen to their stories; be that one person who will understand their weaknesses and struggles; and be that one person who will believe in their capacity despite their current inadequacies. I do not wish to be the best teacher in town. I do not pretend to desire fame or popularity. What I want to do is to be that teacher who will always be proud of his or her students—no matter who they are and no matter who they will be. 

Math Challenges

posted Apr 9, 2018, 5:54 PM by Jose Dasig   [ updated Apr 10, 2018, 10:49 PM ]


Kissmark S. Bendo, TI-BNHS

            Teaching is never easy. Teaching is a noble profession and that’s why it means years of practice and years of finding the teaching strategies that would be perfect for the diverse learners. Suffice it to say, that when the word ‘teaching’ and ‘Mathematics’ are put together, one has to be really ready.

            Teaching Mathematics is not a piece of cake. The problem lies from cognitive difficulties to lack of teaching strategies.

            For others, the difficulty of learning it has been a cliché. Almost all of the young students I knew have a stigma about the subject. They fear numbers. They fear equations. They hate finding the meaning of the ever present ‘x.’ They find it hard to spend half an hour in solving mathematical equation. All of these preconceptions have actually added up to the burden that a Mathematics teacher has to carry every day. Of course, it is hard to make students learn a subject if they already preluded that it is not their cup of tea.

            Also, one of the struggles that I have also encountered is the differences of students’ learning styles. Not all of the children can understand a mathematical concept by just one explanation. Some are easy to catch up while others have to struggle understanding the concept at hand. It is also congruent to the students’ problem of having patience. Patience, as one says, is a virtue—and it is true especially in the world of numbers and figures. It emanates from the intrinsic desire to achieve something even if that means working an extra mile. As a teacher, that is what I really want to teach to my students. Mathematics is nothing but a test of trial and error, a test of one’s endurance, and a test of how far one can go. Mathematicians and great people, I believe, have also started from nothing.

            Moreover, I also came across books which do not have enough drills and exercises. Some textbooks being used at school do not give opportunities for the improvement of the students’ performance. Drills and exercises are vital in inculcating mathematical skills to learners. These activities will help the students remember the lessons because they have worked hard in answering many practices to learn those.

            But beyond all of these, I have realized that any path is not free of struggles. These things we call problems are actually opportunities for us to grow. These make teaching a noble profession. 

The MATH in Me

posted Apr 9, 2018, 5:47 PM by Jose Dasig   [ updated Apr 10, 2018, 10:50 PM ]

Kissmark S. Bendo, TI - BNHS

Mathematics is one of the fundamental subjects every student must master. This entails the acquisition of critical thinking from problem solving and in understanding logically the many processes involve in coming up with a solution. The greater challenge lies in setting the minds of the students from being idle to being flexible and rational. And that means giving adequate and sufficient drills and tests to truly develop critical thinking skills.

            As a Mathematics teacher, my years of experience have taught me that different students have different learning styles and that there are different learning opportunities that will either help or hinder student’s cognitive development.

            One of the good experiences that I encounter while teaching the subject is the satisfaction that I can see when my students finally understand difficult lessons in Mathematics. After many trials and sighs of disgust, it is a gift to see and know that my students have finally achieved the learning goals that the educational institution has created for them. It is also a blessing that I can witness, no matter how slow, the changes that happen in my students. It is such a relief to see that all our toils have affected them, the countless drills have impacted them, and the value of perseverance has developed.

            On the other note, there are also bad moments that I have experienced as a Mathematics teacher. There are times when I give up in discussing and explaining Mathematical concepts, equations, and formula repeatedly. I myself would feel that my nights and days of preparation would go into oblivion. Most of the times, I would see their blank stares on me and they look lethargic during the discussion. It is during this moment when I have to pause and adjust my instruction so they can understand what I am saying because I know that their strange look means that they cannot follow me.

            Indeed, these moments of highs and lows have become part of who I am as a teacher. I always ask myself if Mathematics is for me, and fortunately, I always see the answer from my students’ eyes.

Overthinking

posted Apr 9, 2018, 5:37 PM by Jose Dasig

By: Randy P. Calderon 
Teacher III 
Bataan National High School – Senior High School

 

In these times of ours in which concerns have not only been added to but multiplied, numbering far more than what our parents and grandparents ever had at the same age, we tend to overthink.

           

We tend to overthink on many issues, including the lesser or non-urgent matters that creep into our consciousness and add more to our already blurred view of the world.

 

Some information that we are anxious to know about may not be present at the time we start to overthink.  Same is true with knowledge that has been there partly hidden or needs to be deciphered and overthinking does not help at all by either overshooting the target or missing the aim.

 

The trick for this is having the right mental tools for problem-solving by not overthinking but thinking about which tools to use, or combine for more complex situations.

 

Often, we are surprised how problems seem to solve themselves with us doing less and letting time pass.  But not all problems are the same.  Some problems when faced alone springs another smaller head that when attended to takes up more of one’s time, diverts attention and allows the main problem to grow larger than before.

 

While there is no single way to solve all problems, there are many solutions that specifically target a particular problem, or a part of it that will need another solution to be solved.  It is in knowing which solution best fits the problem at hand, one that is not only effective but also efficient, as time is a very scarce resource.

 

It is difficult to know if one is overthinking at all.  Probably a better way to check this is, if possible, share the problem with a trustworthy friend and find out other ways to solve a problem.  Perhaps another perspective may lead you away from the path to overthinking.

 

Patience, as a Virtue

posted Apr 9, 2018, 5:32 PM by Jose Dasig

By: Randy P. Calderon 
Teacher III 
Bataan National High School – Senior High School

 

        We become excited about life events, angst-ridden when they are about to start, and impatient when we desire to be gratified if satisfaction is delayed, or at worst, denied.

 

        Such is human nature, the natural reaction to be impatient when physiological needs are not addressed.  Our psychological needs also require attention although delays are somewhat tolerable and denials can be written off as experience shapers.

 

       Patience, as a virtue, varies from one person to another.  It has a lot to do with one’s urgency for a need to be satiated, the accumulated experience in one’s existence, and the wisdom possessed through lessons learned in life.

 

        The proverbial ‘Patience IS a virtue,’ has been used for many right and wrong reasons.  If an impatient child is told that patience is a virtue, he or she has to be taught what patience is all about, why there is a need to be patient for things and what are possible rewards in return for patience. 

 

        The understanding of how patience becomes a virtue would greatly depend  on the child’s maturity thus in order to grasp the concept it must be explained at a level that he or she would readily comprehend.

 

        For a parent, a teacher or a superior who are patient enough with children, students and subordinates, patience is an everyday virtue.

THERE ARE NO BIG PAYCHECKS IN TEACHING BUT TEACHERS REAP BIG DIVIDENDS

posted Apr 7, 2018, 8:13 PM by Jose Dasig

By: Salve V. Calderon

BNHS – TEACHER III

 

The noblest of professions.  Not just a job, it's a calling.  THE Service.

 

These are a few of the taglines or epithets attributed to the profession of teaching.  This is a job of many tasks that is not for the less patient.  It takes a lot of physical, mental and emotional intelligence to deliver expected learning outcomes at the end of the school day.  And that does not even include the important clerical works.

 

While some schools offer more pay and most give less, the scales in which teachers are weighed for their past and current performances may not equate financially.

 

Teachers do as what they are expected to do in the daily grind on campus, looking forward to the fortnightly pay, already budgeted for specific needs of self, family and home.   Often, the debts exceed the receivables.  

 

Yet, there are dividend teachers look forward to for their sacrifices.  School privileges for their children's matriculation in the form of discounts, the company of like-minded consciences having common problems and struggles, and the joy of molding future citizens one mind or even one whole class at a time.

 

They do not flaunt it although they know it already.  They have the power to make a student change for the better and be the best of what he or she can become.   It is called 'influence'.  So, what are your dividends so far after all those sacrifices?

LEARNING IS A CONTINUOUS PROCESS

posted Apr 7, 2018, 8:11 PM by Jose Dasig   [ updated Apr 9, 2018, 5:27 PM ]

By: Rany P. Calderon

BNHS – TEACHER III

 

 

See.  Read.  Understand.  Repeat.

Hear.  Enjoy, Appreciate. Repeat

Memorize.  Associate.  Connect. Repeat

Observe.  Manipulate, Create.  Repeat

 

These are action words taken from a short course handout that was photocopied without the source being properly cited.  Credits are obviously attributed to Bloom and his students who improved on his concepts on cognitive, psychomotor and affective domains of learning.

 

The learning process is repeated from the day the child learns to nurse from his or her mother, all the way to maybe writing his or her memoirs at an advanced age.  Without learning, humans would not have dominated this earth over other lifeforms.   Schools exist as a necessity for civilized nations to teach youngsters prepare for productive adult lives.  Nowhere else in the formative years of a child he can be taught a gamut of skills to prepare him or her for life, other than in schools.

 

The aforementioned steps are in my opinion some of the simpler action words that, like in atoms, form the nuclei of learning processes. Each can be combined with another or with others to crystallize intelligence for a long term and make that intelligence usable whenever required to ensure human survival.  Learning can be continuous or in many cases continual.  Whatever learning is for, the ways the process can be improved is only limited by our imagination.

 

Learn.  Think.  Apply.  Survive.  Repeat.

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