Constructivism: Jerome Bruner's Constructivist Theory

  
  Please forgive me if my posts are in chunks. You know, I update my blog using only my cellphone. I don't have any laptop or a pc of my own. I repeated this how many times and I will say this again. For those of you who have an old or surplus laptop or pc, I will appreciate it very much if you can give it to me...wehehehe(half joke-half truth)

     I would like to tackle about one of the constructivist psychologists whose works are actually utilized in schools but unknown to some. Since I lack character spaces on my previous post, I wasn't able to discuss that there are 2 views of constructivism:cognitive constructivism and social constructivism. I will just discuss these later as I discuss each constructivist psychologist and his works.

     Our man of the moment is Jerome Bruner. He is under the cognitive constructivism school of thought which stresses individual and inner construction of knowledge. He has given us important concepts about learning which I will just discuss one by one.

I. Stages of Knowledge Representation
According to Bruner, knowledge representation develops in 3 stages: Enactive, Iconic and Symbolic.
1. Enactive. The first stage in which learning is based on hands on experiences of physical objects together with the consequences that go after. Knowledge is represented through senses. You may have noticed this among children who learn about the world through touching and manipulating objects, smelling flowers, tasting a fruit, etc. However, this doesn't mean that this type of representation is only for babies or young children. This could also mean manipulative learning of objects such as learning how to use a microscope, to ride in a bicycle, or practicing how to dance, to do stunts, or to play a musical instrument.
2. Iconic. Knowledge can now be represented using models and pictures. Learners know how to make mental images of their world. This can be seen on books full of brightly colored pictures that are being used to teach children.
3. Symbolic. Learners can think in abstract. So abstract terms and symbol systems can be used to represent knowledge like numbers, mathematical symbols, letters and language. This is the reason why most of the books in college do not have so many pictures compared to books used in elementary.

Images of these topics and better and more credible (why? does this mean mine isn't? hehehe) discussions are found in this link http://brunerwiki.wikispaces.com/

Educational Psychology: Constructivism

"As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world and that really hasn't changed"- Jacqueline Grennon Brook

Opening of classes is now near and it's been a long time since I last posted about educational psychology. My last post was about behaviorism and now I would like to discuss the, shall I say, opposite of it- constructivism.

Unlike behaviorism, constructivism deals with learning as an active process, internal or external. This proposes that students construct their own meaning and understanding about the world by experiences and reflecting on these experiences. Learners then try to reconcile their newly acquired experiences or ideas to the previous and old ones. In short, learners are the creators or active constructors of their own knowledge/learning. Learning is seen as interactive, and is grounded upon on what the students already know. The knowledge being acquired is considered as dynamic, always changing together with experiences.

In a constructivist classroom, active teaching methods that require students to think are dominant. Students are taught not "what to learn", rather "how to learn. Teaching techniques like experiments, inquiry, problem solving, open discussion and the like are utilized by the teacher. These are being done because student questions, experiences and interests are given importance, thus there is freedom in sharing questions and ideas to the whole class.

Constructivism is advantageous to learning since learners are actively involved. It concentrates on thinking rather than simple memory or recall. It makes learning personal among the learners since they are given chances to share what they already know or what they have experienced. For this reason, social and communication skills are also developed.
Famous constructivist psychologists include Jean Piaget, Lev Vygotsky, Jerome Bruner, etc. Haist...out of characters...

Teacher Wisdomedicine 5

The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather


In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years. ~Jacques Barzun


Teaching is the profession that teaches all the other professions. ~Author Unknown


If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. ~Donald D. Quinn



Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. ~John F. Kennedy


A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin


A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann



Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom. To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid. ~Tracy Kidder



The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple. ~Amos Bronson Alcott



A good teacher is a master of simplification and an enemy of simplism. ~Louis A. Berman



We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~John Sculley


Good teachers are costly, but bad teachers cost more. ~Bob Talbert



The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward


The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. ~Edward Bulwer-Lytton


A teacher's purpose is not to create students in his own image, but to develop students who can create their own image. ~Author Unknown


What the teacher is, is more important than what he teaches. ~Karl Menninger



Teaching should be full of ideas instead of stuffed with facts. ~Author Unknown



A cross-eyed teacher can keep twice the number of children in order than any other, because the pupils do not know who she's looking at. ~Four Hundred Laughs: Or, Fun Without Vulgarity, compiled and edited by John R. Kemble, 1902



Teaching is leaving a vestige of one self in the development of another. And surely the student is a bank where you can deposit your most precious treasures. ~Eugene P. Bertin
A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils. ~Terri Guillemets




Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers. ~Author Unknown



Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them. ~Author Unknown


Teaching is not a lost art, but the regard for it is a lost tradition. ~Jacques Barzun


One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~Carl Jung


The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. ~Kahlil Gibran


The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people. ~K. Patricia Cross



When you teach your son, you teach your son's son. ~The Talmud


The best teachers teach from the heart, not from the book. ~Author Unknown


The average teacher explains complexity; the gifted teacher reveals simplicity. ~Robert Brault, http://www.robertbrault.com/



Often, when I am reading a good book, I stop and thank my teacher. That is, I used to, until she got an unlisted number. ~Author Unknown



Who dares to teach must never cease to learn. ~John Cotton Dana



There are three good reasons to be a teacher - June, July, and August. ~Author Unknown



A teacher should have maximal authority, and minimal power. ~Thomas Szaz



To teach is to learn twice. ~Joseph Joubert, Pensées, 1842



The secret of teaching is to appear to have known all your life what you just learned this morning. ~Author Unknown


Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed. ~Marva Collins



The object of teaching a child is to enable him to get along without his teacher. ~Elbert Hubbard


Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the "naturals," the ones who somehow know how to teach. ~Peter Drucker



Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task. ~Haim G. Ginott



The art of teaching is the art of assisting discovery. ~Mark Van Doren


The only reason I always try to meet and know the parents better is because it helps me to forgive their children. ~Louis Johannot


If you promise not to believe everything your child says happens at school, I'll promise not to believe everything he says happens at home. ~Anonymous Teacher

Motivation from Within: A Key for A Better Learning

     In general, motivation can be defined as: an internal state or condition that activates behavior and give its direction; a desire or want that energizes and direct goal-oriented behavior; an influence of need and desire on the intensity and direction of behavior; and the arousal, direction and persistence of behavior.
Motivation is classified either intrinsic or extrinsic. It is intrinsic when the source of motivation is from within the person him/herself or the activity itself. Motivation is extrinsic when that which motivates a person is someone or something outside him/her.
   There are various theories about motivation. Here are some identified theories that explain the motivation:
1. Psychoanalytic Theory-man's motivation is basically unconscious.
2. Superiority and Compensation Theory-emphasized accentuated feeling of inferiority which lead to compensatory activity and a style of life characterized by achievin a plus situation of superiority.
3. Activation Arousal Theory-highly physiological, this theory emphasized balance between level of arousal and environmental stimulation.
4. Social Learning Theory-an individual's motivation is based on his part experiences wherein a particular behavior is based on the success or failure of previous behavior.
5. Humanistic Theory-man's basic needs are physiological while his ultimate need is the development of his potential in which Maslow calls self actualization.
    Educators suggest that intrinsic motivation, or the force that people do without external rewards, yields more positive effect among the learners. It drives the learners to learn even without something material in return. Understanding the nature of intrinsic motivation will enable teachers to develop activities that will awaken this drive, thus enhances learning.

White(1959) published a paper-evidence that human beings have an intrinsic need to feel competent and that behaviors such as exploration and mastery attempts are best explained by this innate motivation force. Piaget(1952) also claimed that from the first day of life, human beings are naturally inclined to practice newly developing competencies or "schemes", and that practicing new skills is inherently satisfying. In the principle of optimal challenge, competence motivation explains children's efforts only to challenging tasks, tasks that will lead to increased competence.

According to White and Piaget, increasing competence that results from practicing newly developing skills and mastering challenging tasks engenders a feeling of efficacy, sometimes referred to as feeling of competence, similar to achievement and pride. It is in this positive emotional experience that makes mastery behavior self-reinforcing.

Other theories on intrinsic motivation portray human beings as information processors. It claims that humans are predisposed to derive pleasure from activities and events that provide some level of surprise, incongruity, complexity or discrepancy from our expectations or beliefs. Pleasure is assumed to derive from creating, investigating, or processing stimuli that as moderately discrepant. Stimulus that are not all discrepant or novel will not arouse interest, and stimuli that are too discrepant from the individual's expectation will be ignored, cause anxiety or even provoke "terror and flight".

Consistent with the principle of optimal challenge, several studies have confirmed that children's emotional response are most intense when they master moderately challenging tasks, which is most likely to lead to improved competence, results in the most positive emotional experience.

Many studies have demonstrated tilt students who believe they are competent academically are more intrinsically interested in school task than those who have a low perception of their academic ability.

Harter said that students often become less intrinsically motivated as they progress through the school years depending on their perception of their academic competence. It is also important to note that environmental factors such as the influence of parents and teachers are considered crucial in the development and maintenance of intrinsic motivation. Students who are encouraged to develop intrinsic motivation in their early years continue to be intrinsically motivated in subsequent education, thus providing basis for achievement motivation in later years. Harter also suggests that sense of self-worth, fostered by a sense of belonging and being socially supported engenders a generally positive affective and motivational state.

R.A. 4670 THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

   I just would like to post about the Magna Carta of Public School Teahers. This law is about the rights and duties of teachers under Constitution of the Republic of the Philippines. As teachers we must be aware of our rights and obligations so that we may be able to uphold and fight these rights if the need arises This may also be our guide to fulfill our responsiblities and we may be able to to do our noble profession with integrity, dignity and professionalism.

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social and economic status of public school teachers, their living and working conditions, their terms of employment and career prospects in order that they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public school teachers except those in the professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges and universities operated by the Government or its political subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the approval of this Act, the following shall constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization with at least eighteen professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational qualifications as hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not meet the minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum educational qualifications or not, be required to take competitive examinations, preference in making appointments shall be in the order of their respective ranks in said competitive examinations: And provided, finally, That the results of the examinations shall be made public and every applicant shall be furnished with his score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in any school recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not less than one year from and after the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary civil service eligibility shall be extended permanent appointment for the position he is holding after having rendered at least ten years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher shall be transferred without his consent from one station to another.

Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefor. If the teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools or the Director of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however, That no transfers whatever shall be made three months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of the Code shall be furnished each teacher: Provided, however, That where this is not possible by reason of inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be deposited with the office of the school principal or head teacher where they may be accessible for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate time being given to the teacher for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee composed of the corresponding School Superintendent of the Division or a duly authorized representative who should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial or national teacher's organization and a supervisor of the Division, the last two to be designated by the Director of Public Schools. The committee shall submit its findings and recommendations to the Director of Public Schools within thirty days from the termination of the hearings: Provided, however, That where the school superintendent is the complainant or an interested party, all the members of the committee shall be appointed by the Secretary of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its exercise, or in the termination of services, based on other than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom are public school teachers, to be employed in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the preparation and correction of exercises and other work incidental to his normal teaching duties: Provided, however, That where the exigencies of the service so require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula and out of school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at least six hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation required under this section. Education authorities shall refuse to allow the rendition of services of teachers for other government agencies without the assurance that the teachers shall be paid the remuneration provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and

(c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others: Provided, however, That the general salary scale shall be such that the relation between the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary scales relative to the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index. The Secretary of Education shall, in consultation with the proper government entities, recommend to Congress, at least annually, the appropriation of the necessary funds for the cost-of-living allowances of teachers employed by the National Government. The determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks or treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any banking institutions operating under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers except under specific authority of law authorizing such deductions: Provided, however, That upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's professional life. Where medical examination show that medical treatment and/or hospitalization is necessary, same shall be provided free by the government entity paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section.

Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of employment injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized as a compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject to the condition that the teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave of more than one year may be permitted by the Secretary of Education but without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to establish and to join organizations of their choosing, whether local or national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination against teachers which are calculated to (a) make the employment of a teacher subject to the condition that he shall not join an organization, or shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or because of participation in organization activities outside school hours, or with the consent of the proper school authorities, within school hours, and (c) to prevent him from carrying out the duties laid upon him by his position in the organization, or to penalize him for an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation of national educational policies and professional standards, and in the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall take effect thirty days after publication in a newspaper of general circulation and by such other means as the Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to public school teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any provisions not affected thereby shall remain in force and in effect.

Sec. 35. This Act shall take effect upon its approval.

News Post About Me...Hehehehe...4

Monday, November 16, 2009

18,837 pass October 2009 teacher PRC licensure exam

A total of 10,792 hopefuls passed the October 2009 licensure exam for teachers in the secondary level, while 8,045 examinees passed the teacher licensure exam for the elementary level, the Professional Regulation Commission (PRC) said.

Twenty six examinees also passed the L.E.T. - elementary- All Regions.

To see the lists, click below:

LIST OF SUCCESSFUL SECONDARY TEACHER EXAMINEES OCTOBER 2009

LIST OF SUCCESFUL ELEMENTARY TEACHER EXAMINEES OCTOBER 2009

L.E.T. - ELEMENTARY- ALL REGIONS

October 2009 LET (Elementary and Secondary) Topnotchers:

LET Elementary Level
1 Jaylord Sampiano Losabia, University of San Agustin - 89.60%
2 Carina Cabagua Ceñidoza, University of the Philippines-Diliman - 88.20%
3 Michelle Mae Jugasan Olvido, Cebu Normal University - Cebu State College - 88.00%
4 Peter John Delos Santos Magana, Mariano Marcos State University-Laoag-Coll. of Education - 87.20%
5 Noemi Ruth Aguilar Asistio, University of the East-Manila - 87.00%
Julie Ann Papa Villa Carlos, Philippine Normal University-Manila - 87.00%
6 Jinky Basmayor Batalla, Ateneo de Naga - 86.80%
Roxanne Tala Bongco, Bataan Polytechnic State College-Orani - 86.80%
7 Zoila Mae Palmes Panes , West Visayas State University-La Paz - 86.60%
8 Rachel Embile Bantola, UP-Diliman - 86.40%
9 Michael Bobias Cahapay, Mindanao State University-Gen. Santos City - 86.20%
10 June April Diasanta Belonio, Sultan Kudarat Polytechnic State College-Tacurong - 86.00%
Ma Xerxa Doan Parreño Billones, Colegio de San Jose - 86.00%
Vilma Alcala Hingpit, Central Visayas State C.A.F.T.-Bilar - 86.00%
Leizl Cagalawan Magallanes, Liceo de Cagayan University - 86.00%
Rainerio Baratas Malayas, University of Bohol - 86.00%
Dulcinea Maripaz Casuga Valenciano, UP-Diliman - 86.00%

LET Secondary Level

1 Vivian Dalida David, Ateneo De Manila University-Q.C - 91.20%
2 May Ann Garo Santiago, UP-Diliman - 90.80%
3 Davy Manglicmot Gonzales, Palawan State University-Brooks Point- 90.40%
4 Angelica Lopez Villafuerte, ADMU-QC - 90.20%
5 Marya Laya Cabatingan Delvo , Notre Dame of Dadiangas College - 89.80%
Sheryll Nafarrete Raquipiso, UP-Diliman - 89.80%
6 Rona Atutubo Despabiladeras, Bicol University-Legazpi - 89.40%
7 Rachel Anne Dimayacyac Declaro, UE-Manila - 89.20%
Cheryl Ann Calderon Reyes, University of San Carlos - 89.20%
8 Russell Christian Obnamia Fernandez, Palawan State University-P. Princesa - 89.00%
9 Xerox Nabua Acosta, ADMU-QC - 88.80%
Elvira Calilung David, UP-Angeles City - 88.80%
Kenneth Arkin Pascual Galasinao, Saint Mary's University - 88.80%
Raymond Ceferino lll Toribio Meris, Palawan State University-P. Princesa - 88.80%
Fidelfo Jr Cabasa Moral, University of San Carlos - 88.80%
10 Joyce Leah Martha Reyes Europa, UP-Diliman - 88.60%
Christine Leal Gapuz, UP-DIliman - 88.60%
Arvin Sammy de Vera Rivo , University of Pangasinan - 88.60%
Marjorie Digman Ruiz, Philippine Normal University-Manila - 88.60%

retrieved: http://teachersphilippines.blogspot.com/2009_11_01_archive.html

News Post About Me...Hehehehe...3

Prayers, peanuts + passion for books

January 03, 2010 20:03:00

Edson C. Tandoc Jr.

Philippine Daily Inquirer

A PASSION FOR READING, PRAYERS and peanuts helped Jaylord Losabia, 21; top the recent LET for the elementary level.
The fresh education graduate of Iloilo City’s University of San Agustin attended review classes between his private tutoring sessions. Though reviewing helped him prepare, Losabia says it was banked knowledge that came handy on examination day.
He says he got “a bit frustrated” after the tough test, but he is thankful that the “knowledge bank that I got from reading, of which I am really fond, enabled me to answer some of the unfamiliar questions.”
The youngest in a family of nine, he used to read the school books of his elder brothers and sisters. As early as the second grade, he read a history book that wasn’t even a class requirement.
Wide reader
“I am a wide reader. I read all kinds of books,” he says.
His passion for reading helped him develop his comprehension skills, he adds.
As early as grade school, Losabia was focused on academics instead of joining clubs and other school groups. He participated in quizzes in language, science, general information and even theology.
Though not the typical nerd who studied every night, Losabia says he was an almost permanent fixture in the library.
Born to a carpenter’s family, Losabia finished high school through the support of older siblings. In college, he applied for several scholarships and got one from the SM Foundation.
It was a friend who informed him that he had topped the LET. He was watching television one evening when a friend called him to say she had heard his name on the radio.
“My initial reaction was disbelief,” he recalls. “I was very surprised. After the news had finally sunk in, I was thankful.”
He also felt grateful to those who prayed for him. He says students “should not make their test-taking journey just their own.” Like him, they should “ask for the help of God and other people.”
But he cautions: Asking other people for help should be done “before the exams and not during exams because that would be cheating.”
He admits to being a funny guy and describes himself a “happy-go-lucky” person.
He shares with future examinees these strategies that worked for him: “If you really know the answer, then go for it. Rationalize why the other choices are incorrect and your choice is the correct answer. Also, eat peanuts.”
Topping the LET made Losabia feel “more confident about myself. I’ve realized that I achieved something by doing my very best.”
Inspiring
He hopes to be able to teach at a public grade school in Iloilo City soon, perhaps even at his own alma mater, the A. Bonifacio Elementary School.
“My dream is to at least help my family improve our lives financially even though I know that a teacher only gets a modest salary,” he says.
He will be a teacher, he says, “who never underestimates, belittles or discourages my students. I will be the kind of teacher who will motivate and inspire them to develop their own potentials.”
He hopes to pursue graduate studies if he is fortunate enough to get another scholarship.
Losabia is excited to finally be able to apply what he has learned. He promises to do well and to prove his worth.
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News Post About Me...Hehehehe...2

Well, I just felt that I have to post this because some might wonder who is the person behind this blog. please don't get me wrong, I'm not bragging. I just want you to know more about me...hehehe...

Top 1 sa LET: Pagbasa at dedikasyon, susi sa tagumpay

11/17/2009 3:20:21 PM

ILOILO CITY - Hindi inaasahan ng naging topnotcher sa Licensure Examination for Teachers (LET) na siya ang makakuha ng pinakamataas na grado sa mahigit 43,000 kumuha ng pagsusulit. Sa panayam ng Bombo Radyo, inihayag ni Jaylord Losabia (89.60% rating) na ang pagbasa ng libro at dedikasyon sa pag-aaral ang kanyang naging susi sa nakamit na tagumpay. Si Losabia ang bunso sa 10 magkakapatid at nagtapos sa University of San Agustin sa lungsod ng Iloilo. Ayon kay Losabia, dahil marami silang magkapatid, nakaranas din siya ng hirap hanggang matapos ang kanyang pag-aaral. Ngunit noon pa man ay matalino na si Jaylord kung saan nagtapos itong valedictorian sa elementarya at Cum Laude sa kolehiyo. Ngunit hindi umano siya nakapag-review ng maigi at stock knowledege ang ginamit. Samantala, inamin naman ni Losabia na kung may oportunidad, gusto pa rin nitong magtrabaho sa labas ng bansa. Ngunit sa ngayon ay gusto daw muna niyang maglingkod muna sa mga kababayang Pinoy lalo na sa mga Ilonggo. Napag-alaman na kabuuang 43,086 ang kumuha ng LET noong October 4 sa 23 testing centers sa boung bansa kung saan at 18,863 ang nakapasa.

News Post About Me...Hehehehe...

SM scholars top licensure exams for teachers
Thursday, December 17, 2009

MANILA, Philippines - SM scholars Jaylord Losabia and Michelle Mae Olvido topped the recent government licensure examinations for teachers. Losabia who graduated cum laude from the University of San Agustin in Iloilo placed first while Olvido who graduated magna cum laude from Cebu Normal University was No. 3. Olvido who is presently teaching at the St. Theresa’s College in Cebu and Losabia who is giving tutorial lessons to elementary and high school students, expect to teach in government schools next schoolyear.
All other SM scholars who took the same licensure examinations passed: Gabriel Vargas of the Philippine Normal University, Acza Jaimee Kalaw from the University of the Philippines in Los Banos, Raiza Rodriguez and Michelle Tualla both of St. Louis University in Baguio and Candy Mae Gildore of the University of South Eastern Philippines in Davao.
Meanwhile SM scholars who took the CPA Board examinations posted a 100 percent passing mark: Rochelle delos Santos and Layraline Quiambao of the Far Eastern University, and Gerdy Valerio, Cherry Ruth Salonoy, Jennilyn Villasin, Olisa Altamira all of the Pamantasan ng Lungsod ng Maynila, Rachel Anne Batara of the University of the East in Caloocan, Maureen Margarita Reyes of the San Sebastian College in Recoletos, Neslie Ann Pena of the University of San Agustin in Iloilo, Sylvie Ann Mallada and John Salomes of the University of the Philippines in Visayas, and Rose Ann Efondo of the Xavier University in Cagayan de Oro.
Electronics & Communications Engineering Board passers are Catherine Pancipane, John Rey de Duque and Arthur Alfred Roxas of the Pamantasan ng Lungsod ng Maynila, Pablo Asi of the University of Batangas and Jayson Jimenez of the FEU-East Asia College.
Majority of the above scholars are helping younger siblings pursue college education, a call made to them by their benefactor, Henry Sy Sr. during a testimonial dinner held in their honor last May.