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.
Copyright 2010 INQUIRER.net and content partners. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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.

Child Psychology: A Bird's Eye View

I would like to share this article about what Child Psychology is. This is just an overview so I hope that you at least learn from this post...

Child Psychology is the study of psychological processes of children, specifically how these processes differ from those adults, how they develop from birth to the end of adolescence, and how the differ from one child to the next.
From the early times, philosophers have speculated and studied about children. According to Plato, children are born with special talents and that their learning should stress those talents. Aristotle on the other hand proposed methods for observing behavior that were forerunners of modern method.
The modern era of studying children has a history that spans only a little more than a century. A number of major theories along with elegant techniques and methods of study help organize the study about children. New knowledge about children based on observation and testing is accumulating at a breathtaking pace.
In the first half of the twentieth century, a number of theories presented influential view about children. Gessel theorized that certain characteristics of children simply "bloom" with the age because of biological blueprint. To systemically observe children's behavior without interrupting them, he created a photographic dome.
Sigmund Freud's psychoanalytic theory believed that children are rarely aware of the motive and reasons of their behavior and that the rules of their mental life are unconscious. Furthermore, John Watson's behaviorism argues that children can be shaped into whatever society wishes by examining and changing their environment. Later in the twentieth century, Jean Piaget they that children pass through a series of cognitive or thought stages from infancy through adolescence. According to Piaget, children think in a qualitative different manner than adults do.
Despite the attempts to unify the various theories, the field remains dynamic, developing as human understanding of physiology and psychology changes.

LET Tips: Behaviorism

Here are some items that would probably come out in the LET or the Licensure Examinations for Teachers. Take note, I don't have any affiliations to the Board of Professional Teachers. What I'm presenting here are just examples of the questions or shall I say the type and style of the questions usually being asked. I hope I made myself clear. Nevertheless, at least you will have an idea that the questions are not just simple memory recall but require you think very well. Please answer as you scroll down. The answers are at the bottom of the post.

1. The principal called for a faculty meeting about how can they improve instruction and enhance the learning of their students. Each teacher was asked to give a suggestion. Teacher Nimfa suggested that the physical classroom arrangement must be improved and must be flexible enough for the different activities prepared for the students. Teacher Nimfa's suggestion is that of a/an __________.
A. Idealist
B. Behaviorist
C. Perennialist
D. Realist

2. Teacher A wants to promote punctuality among her pupils. If she will employ negative reinforcement, how will she do this?
A. Give plus points for punctual pupils.
B. Exempt punctual pupils from cleaning the room.
C. Deduct points for late pupils.
D. Post a Most Punctual Kid Award in the class bulletin board.

3. Programmed Instruction is credited to which psychologist?
A. Jean Piaget
B. Sigmund Freud
C. B. F. Skinner
D. Ivan Pavlov

4. Riya is afraid of exams. Her teacher usually gives an exam every Friday. Now, Riya is afraid of Friday eventhough it is not certain whether or not her teacher will give an exam on that day. Which theory illustrates Riya's behavior?
A. Classical Conditioning
B. Operant Conditioning
C. Constructivist Theory
D. Connectionism Theory

5. Sir Miles always makes sure to give a Joke for the Day before he starts his class. Which is most likely the reason behind Sir Miles habit?
A. Law of Effect
B. Law of Exercise
C. Law of Conditioning
D. Law of Readiness

1. B; 2. B; 3. C; 4. A; 5. D

Teacher Wisdomedicine 4

These days, since it's summer, I would like to take a break on educational psychology topics. To be honest, it's a bit difficult to post about theories since I have to study, think over and read again the topics I will be posting. Of course I would really love to be credible as possible. I may not be a founded psychologist, but I also want that the insights I share are correct and have bases. Now, let me share this poem to you which I read from a book given to me. Hope you find this inspiring especially in nurturing our learners.

"The heart of child is a scroll,

A page that is lovely and white;

And to it as fleeting years roll,

Come hands with a story to write.

Be ever so careful, O hand;

Write thou with a sanctified pen;

Thy story shall live in the land

For years in the doings of men.

It shall echo in circles of light,

Or lead to the death of a soul.

Give here but a message of right,

For the heart of a child is a scroll."

-Anonymous

Applications: Behaviorism

The main application that the behaviorist psychology teaches us is the role of external factors in learning. The factors include the people around the learner, the reinforcements given and the learning environment either physical or psychological environment. The following are just some of the applications. Take note that you as a teacher can actually apply these theories depending on how you understood them as long as this will help in the learning of your pupils/students.
1. Use conditioning especially in establishing routines. Routines are very effective means not only in saving time but also in maintaining order inside the classroom. For example, a teacher will raise his/her hand and sign as if counting 1-3. This signals that papers should be passed at the count of three. (Pavlov's Classical Conditioning)
2. Drills help especially in retention and improvement of learning. Allot a time for drills, practice and exercise especially before giving a test. Remember to give feedbacks and point out the things that need to be improved. (Thorndike's Law of Exercise)
3. Let pupils have proper mind sets before starting a lesson. A pre-activity, mini-game, warm up exercise, songs, energizers, icebreakers and a lot more can be used by the teacher. As much as possible, avoid promising something that will excite the pupils/students and then at the end break it. This might cause frustration among pupils. (Thorndike's Law of Readiness)
4. Rewards can be an effective means to motivate learners. However, use this very wisely especially in giving material rewards. Also remember that inner and non-material rewards like self-fulfillment, self improvement, positive emotions, praises and compliments are more fulfilling than any material rewards. (Skinner's Operant Conditioning)

Behaviorism: Burrhus Frederick Skinner's Operant Conditioning

Burrhus Frederick Skinner or more popularly known as B.F. Skinner is one of behaviorists who believe on the S-R model of behavior. Like the rest of behaviorist psychologists, he concentrated on the observable behavior and external factors in learning. His theory is usually referred to as Operant Conditioning since this focuses on the behavior of an individual operating or instrumental in his/her environment. Sometimes this is also called Instrumental Conditioning. In short, the behavior of an individual is "instrumental" or "operates" that produces consequences. If this is reinforced, then more likely a conditioned response will take place. If punished, then the result will be otherwise. To make this simpler, I will just discuss the 2 major factors about this theory: Reinforcement and Punishment.

Reinforcement is a result that strengthen or increases the chances that a behavior will happen. This can be a positive reinforcer or a negative reinforcer. A positive reinforcer is something that is given or awarded. Examples are when teachers give candies, stars or plus points for very good pupils, or parents bought a new toy or dress for their child who is doing well in school. This can be in any form like toys, food, money and also verbal praises. On the other hand, negative reinforcer is something that is removed. For example, if pupils will be well behaved when the visitors arrived, they will have no test in their good conduct class, or if a child will get a high mark in his exam, he will not wash the dishes anymore. Take note, negative reinforcer is a reward. It is not a punishment.

A punishment is a result that decreases or discourages a certain behavior. For example, a teacher will give extra tasks to accomplish for those who didn't study their lesson, or will not allow the pupils to join in the game if they will be noisy.

Further, there is also the term non-reinforcement or behavior that are not reinforced will probably not be repeated like some pupil minor misconduct extinguished just by ignoring it

My Internship Experience: Off Campus Practice Teaching

I must admit that at first, I was quiet nervous that I will be teaching in a public school. I myself came from a public school so I know that pupils there are naughtier, noisier and more talkative. I have lots of worries in my head. How will I deal with my pupils? Can I hold my temper as long as possible? Will I develop hypertension before my internship ends? These are the questions I asked myself before I entered the portals of the school.
I was right when I thought that public school pupils are naughty, noisy and talkative. During my first few days, they were angels with wings and halos. But soon, as weeks passed by, their wings and halos were turned into horns and tails. Hehehe... Seriously, they were uncontrollable. It was a total chaos most especially if the teacher was not around. Looking on the brighter side, I learned to control my anger. I learned to think of the ways to control my pupils. My classroom management skill was put to test. This gave me the opportunity to pressure myself and explore my capability as a classroom manager, to maintain order and enforce discipline inside the classroom.
As to my efficacy in being a teacher, I learned a lot especially from my critic teacher. Through him, I learned how to be a creative, flexible and innovative teacher. He has lots of bright ideas and variety of ways to present the lesson even without long time planning. What I greatly admire about his teaching was that pupils were having fun while learning.
Lastly, I felt the fulfillment of the teaching profession during my offcampus internship. I really appreciate the politeness and courtesy of the pupils especially when calling me "Sir" or greeting me "Good Morning" and bidding "Goodbye". I also felt that they like and love me as their student teacher because they were saddened that I had to go. They even prepared a farewell party and gave me letters as remembrances. For me, these are the rewards of being a teacher which could never be surpassed by any amount or salary...

Teacher Wisdomedicine 3

I would like to share this beautiful poem about teachers. This is retrieved from  http://www.poemsource.com/teacher-poems.html. Hope you will feel inspired.

A Teacher for All Seasons

A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts. A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent. A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere. A teacher is like Winter,
While it’s snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide. 

Teacher, you do all these things,
With a pleasant attitude;
You’re a teacher for all seasons,
And you have my gratitude!By Joanna Fuchs

How To Recharge A Low-Bat Teacher

          It is already a fact that the teaching profession is one of the most or not the most stressful professions of man. He/she has to face a lot of problems everyday especially managing pupils/students with different personalities not to mention of whole-day talking and mountains of paper work. Sometimes, teachers ended up drained and very tired. These are some of the ways how a teacher can refresh and recharge him/herself and maintain a positive attitude toward his/her noble profession.

1. Read a book. Reading your favorite book is not only relaxing but as well as a worthwhile pastime for a teacher like you. It may change your mood for the day and will help you go away from the real world even just for a few moments especially if your reading your favorite novel. Inspirational books, the Bible and other books that energize the spirit can also be of great help that will motivate you more to go forward.

2. Listen to your favorite music. Music will never fail to soothe one's soul. Have a time to relax by listening to your favorite music whether classical, pop, mellow, etc. music. There are lots of choices you can choose from. Also, listening to audio books gives a relaxing getaway for your tired soul.

3. Call a friend. Be energized by being with your friends. Your friends can comfort you, make you laugh and let you feel that you are not alone.

4. Go to church or to your favorite quiet place. Silence will surely rest your heart. It will give you an escape from the noise while inside the school. A time of reflection with God and yourself will definitely make you replenished and filled.

5. Treat yourself. Go to your favorite restaurant, go to mall and buy yourself a dress you've been wanting to buy, give yourself a haircut, etc. Reward yourself sometimes for your hardwork and for a job well done.

          I think there are a lot of things a teacher can do to revitalize him/herself. Just remember not to let be defeated by the stress of the work and maintain optimism and enthusiasm.

Behaviorism: Edward Lee Thorndike's Connectionism Theory

Connectionism Theory or simply S-R or Stimulus-Response Theory by Thorndike is actually one of the most applied theories of learning. It gave us the three laws of learning in which shall I say, most widely used theory in education. This theory states that learning is the outcome of the relationships between stimuli and responses. These relationships become habits and may be strengthened or weakened depending on the nature and the frequency of stimuli and responses themselves. Don't be confused when I say relationship or bonds. What I mean here is learning or a behavior is formed when we find a certain stimulus meaningful to us or have the strong "connection" that we respond to them. These connections become strong and can be further explained by Thorndike's Three Laws of Learning.

1. LAW OF EFFECT. Connections are strengthened if the consequence or the effect is positive. In short, behavior or learning will take place or be repeated if the result of such action is pleasant. For example, students would want to study more if they know that they will be given a reward or a treat when they will get high grades. On the other hand, connection between the stimulus and response weakens when the effect is negative. For example, students will not be noisy because they know that they will be scolded if they do so. However, Thorndike reiterated that negative consequences do not necessarily weaken the connections, same is true that positive consequences do not always guarantee the recurrence of behavior. For example, students already know the good effects of studying hard, but why is it that some students are still too lazy to study? Teachers impose consequences for those disobedient and naughty students but why are still some students who are "hard-headed"? But in general, this law can be really applied especially in the classroom setting though there might be some exceptions due to certain factors.

2. LAW OF EXERCISE. Practice makes perfect. This is the cliche that could best describe this law. This means that the more you do or practice a certain behavior, then it will be strengthened. Connection becomes strong. However, practice or exercise doesn't strengthened a behavior or performance without feedback. Feedback is necessary especially if we aim for an improved performance or behavior. So, practice with feedback makes perfect. Hehe...

3. LAW OF READINESS. Proper mind set is the key word in this law. This law states that the more "ready" an individual to respond to a stimulus, the stronger will be the bond between them. And, if an individual is ready to respond but is not made to respond, it becomes frustrating and annoying to that person. I would like to have my personal experience as an example. Our schedule for our licensure examination was scheduled September 27. We were very nervous, some are excited, the adrenalin is rushing through our bodies, and we are "ready" for "battle". But, because of the typhoon Ondoy, it was announced on the 26th, the day before the examination, that the test was cancelled and it will be held a week after. Some of us are really annoyed, frustrated, angry and even cried. Of course you know what I mean. This is also true if our board examination will be moved earlier in which we are not yet "ready" to take it. Of course, this is also frustrating and disappointing on our part to take the exam knowing the fact the we weren't ready. Now this is the law of readiness. Hehehe...

Teacher Wisdomedicine 2

"Who is not able to recall the impact of some particular teacher- an enthusiast, a devotee of a point of view, a disciplinarian whose ardor came from love of a subject, a playful but serious mind? There are many images, and they as precious."- Jerome Bruner, American Psychologist

"A teacher affects eternity; he can never tell where his influence stops."- Henry Brookes Adams, American Writer

"Be an example to all...in what you teach, in the way you live, in your love, your faith, and your purity."- 1 Timothy 4:12

"The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires."- William A. Ward, American Teacher, Pastor, Author and Editor

"The fundamental qualification for teaching is learning."- Andrew McNab

"No teacher should strive to make men think as he thinks, but to lead them to the living Truth, to the Master himself, of whom alone they can learn anything."- George Macdonald, Scottish Minister and Writer

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Behaviorism: Ivan Pavlov's Classical Conditioning

     Ivan Pavlov's Classical Conditioning is probably the most commonly given as example if behaviorism is being talked about. Ivan Pavlov by the way is a Russian psychologist, became a Nobel Prize winner, and is famous for his experiment regarding the dog, the meat and the bell.

     In his experiment, he divided the process into before, during and after conditioning. Before conditioning, he had the bell rung (neutral stimulus) and caused no response from the dog. A food (unconditioned stimulus) was placed before the dog and the animal salivated (unconditioned response). During conditioning, the bell was rung before presenting the food to the dog. After conditioning, the ringing of the bell (conditioned stimulus) alone triggered the dog to salivate (conditioned response).
    
     To make this more related to education, I would like to have this scenario. In the first days of school, Ms. Lulu asked her students to prepare a 1/4 sheet of pad paper (neutral stimulus) and the students had no problem with it. In the passing days, Ms. Lulu's difficult tests (unconditioned stimulus) made the students worry (unconditioned response). It became a habit of Ms. Lulu to ask the students to prepare a 1/4 sheet of pad paper because she will give a test. Soon, Ms. Lulu's asking of 1/4 sheet of pad paper (conditioned stimulus) alone made the students worry (conditioned response). This is classical conditioning. Hehehe... I hope that you get what I mean...

     Aside from these examples, these are also some of the findings of Pavlov illustrated by Ms. Lulu scenario
1. Students will still be worried even if Ms. Lulu will ask to prepare a 1/2 sheet of pad paper or a whole sheet of pad paper (Stimulus Generalization).
2. If Ms. Lulu will stop asking the students to use a sheet of pad paper in their tests and just require them to have a test notebook, the students will not be worried the next time she will ask for a sheet of paper (Extinction).
3. Students' worry will return or "recovered" if Ms. Lulu will once again ask the students for a sheet of pad paper in their test, but will soon extinguish again if they will use their test notebooks (Spontaneous Recovery).
4. Students learn to differentiate between papers that they use in test. For example, if Ms. Lulu will ask for a sheet of bond paper, most probably the student will not worry (Discrimination).
5. Once the students are now conditioned to be worried when Ms. Lulu's asks for a sheet of pad paper, another unconditioned stimulus can be made. For example, Ms. Lulu is holding a red notebook while she asks her students to prepare their sheet of pad paper. Soon, students will be worried when Ms. Lulu will hold her red notebook even before she will ask for a 1/4 sheet of pad paper (Higher-Order Conditioning).

Educational Psychology: Behaviorism

After Piaget, I would like to tackle on behaviorism. I think this topic really helps us understand more about human behavior in a tangible and more obvious way. In the field of education, these behaviorist theories have a great impact especially in the field of pedagogy as well as understanding the learners. But what is behaviorism in the first place? In the second place? Hehehe. Just kidding. But seriously speaking, what behaviorism really is?
In the most simple term, behaviorism concentrates more on observable and obvious behavior. What I mean is that this theory is more of the behavior that we can see, or the reaction or response of a person on a given situation or stimulus. It suggests that behavior can be learned by conditioning and reinforcements. Reinforcement by the way includes rewards and punishment. It doesn't focus more on the internal factors or the mental processes of humans rather more on the external factors.
There are a lot of behaviorist psychologists and their theories so I will discuss this one by one in the coming posts. I have nothing to do this summer so you might have noticed that I post almost everyday. At least this is a worthwhile pastime because I could have a chance to share what I know to others. Hehehe...













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Teachers' Wisdomedicine 1

At some point of one's teaching career, it is unavoidable that one may feel restless, tired or even want to run away. These quotes I hope will serve as medicines for those teachers who are very tired and felt that they want to give up. I hope that these inspirational messages may make them energized and will enlighten them, that despite of the stressful nature of the teaching profession, they will find fulfillment from it.

"The dream begins with a teacher who believes in you..." -Dan Rather, former CBS Evening News Anchor 1981-2001

"The art of teaching is the art of assisting discovery."- Mark Van Doren, American Poet, Critic, and Educator

"Better than a thousand days of diligent study is one day with a great teacher."- Japanese Proverb

"I love to teach. I love to teach as a painter loves to paint, as a musician loves to play, as a singer loves to sing, as a strong man rejoices to run a race. Teaching is an art."- William Phelps, American Educator and Literary Critic

"Teaching is a partnership with God. You are not molding iron nor chiseling marble; you are working with the Creator of the universe in shaping human character and determining destiny."-Ruth Vaughn, Author and Playwright

"The secret of education is respecting the pupil." Ralph Waldo Emerson, American Writer, Speaker and Poet

"I long to put the experience of fifty years at once into your young lives, to give you at once the key to that treasure chamber every gem of which has cost me tears and struggles and prayers, but you must work for these inward treasures yourself."- Harriet Beecher Stowe, Abolitionist Author of Uncle Tom's Cabin

"What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation."- Marcus Tullius Cicero, Roman Statesman, Orator and Author

"A good teacher is like a candle- it consumes itself to light the way for others."- Anonymous

"Children require guidance and sympathy far more than instruction."- Annie Sullivan, Teacher of Helen Keller

Lesson Plan: Science for Grade 5

I. Objectives: At the end of the lesson, the pupils are expected to:
a. Identify the members of the Solar System
b. Classify planets into 2 major groups: Jovian and Terrestrial planets
c. Mention ways on taking care of the planet Earth

II. Subject Matter
Topic: The Solar System
Reference: Science for Daily Life, Textbook in Science 5, Tan, Conchita, 2002 pp. 248-255
Materials: graphic organizers, pictures, television
Value Focus: Taking care of the planet Earth

III. Procedure
A. Preparation
1. Motivation- Mini Game(Boys vs Girls): Boys and girls will compete to solve picture puzzles. The pictures are related to the outer space, space exploration, etc. After the game, present the pictures and ask:
Can you identify these pictures? What do these pictures show?
B. Presentation
1. Activity
a. Film Showing: Let the pupils watch a short film about the Solar System. Encourage note-taking while watching the film.
b. Group Activity: Divide the class into 3 groups. Have the groups discuss about the film and let them answer a guide question designated to them. They will present their answers using graphic organizers.
Group 1: What are the members of the Solar System?
Group 2: What are the planets revolving around the Sun?
Group 3: What are the two groups of planets?
A group representative must present their answers to the whole class.
2. Analysis
a. Show a data retrieval chart of the basic information about the planets. Let the pupils analyze the chart and ask the following:
1. What is the planet closest to the Sun? The farthest from the Sun?
2. What is the smallest planet? The largest planet?
3. Why does the Jupiter have more moons while Venus and Mercury have no moons at all?
4. Why is there a negative sign on the revolution of Venus?
3. Abstraction and Comparison
Let the pupils fill in the Venn Diagram
Ask: What does the Venn Diagram imply?
4. Application
Give each group a copy of the crossword puzzle. They must compete each other to answer the puzzle first.
C. Generalization
Wrap up the lesson by having the pupils answer the following questions:
1. What are the members of the Solar System?
2. What is the center of the Solar System?
3. What are the 8 planets of the Solar System?
4. What are the two groups of planets?
Valuing: Ask: If given the chance, which planet will you like to live? Why?
Can other planets sustain life aside from Earth?
Explain the importance of planet Earth as our home planet. Let them mention ways of taking care of the Earth by completing the sentence: I can help taking care of our planet by ________________.

IV. Evaluation
Draw a smiley if the statement is correct and a sad face if it is wrong.
1. The Sun is the center of the Solar System.
2. The Earth is our home planet.
3. The largest planet is Saturn.
4. Jovian planets are also called inner planets.
5. The Earth is the third planet from the Sun.

V. Agreement
Draw the Solar System in a long sized bond paper. Pass this next meeting.

LET Tips: Possible Questions on Piaget and His Theory

One of my reasons why I made this blog was to actually help those who will get the LET or the Licensure Examination for Teachers pass the exam. I just took the exam last October 2009 and I was blessed that out of over forty thousand examinees who took the exam, I got the highest rating all over the Philippines. I was very honored and happy and I really want to share what I have.
Below are some of the possible items that are usually included in the exam. They may not the exact questions but at least you will have an idea of the possible questions given in the exam. Just try to answer as best as you can. Please don't immediately scroll down because I placed the answers at the bottom.

1. Two identical beakers A and B are presented to the child. The teacher pours the liquid from B to C, which is taller and thinner than both A and B. The teacher asks which beaker has the most amount of water. The child points at beaker C. In what cognitive developmental stage the child is?
A. Formal Operational Stage
B. Concrete Operational Stage
C. PreOperational Stage
D. Sensorimotor Stage
2. Liz's mother has two crackers, both equal in size. She broke one of the crackers into four pieces. Liz's wants more crackers so she chose the cracker which was divided to four pieces. What does Liz's choice illustrate?
A. Assimilation
B. Centration
C. Accommodation
D. Conservation
3. Which level of cognitive development will properties of mathematical operations can be taught?
A. PreOperational Stage
B. SensoriMotor Stage
C. Formal Operational Stage
D. Concrete Operational Stage

Correct Answers:
1. C- The child manifests centration which is one of the characteristics of preoperational children.
2. D- Liz has not yet develop conservation, or the ability to know that certain properties like the mass do not change even if there is a change in appearance.
3. D- At this stage, children know the concept of reversibility.

Applications: Piaget's Formal Operational Stage

1. Continue the previous applications but with more complexity and difficulty. Still use diagrams but let the students explain and interpret these themselves.
2. Have open discussions, symposiums, panels and debates.
3. Be open to "out of this world" questions and ideas from the students. Explore what ifs.
4. Encourage reflective thinking. Give a topic then let the students share their perspectives.
5. Give a problem and discuss with them possible solutions. It will be more meaningful if problems are related to students' lives and environment.

Haaay... At least I'm done with explaining all about Piaget. I hope I have discussed this as simply but as credible as possible. The next will be what I will call LET Tips. In these posts, I will be discussing possible questions related to a certain topic in which in this case, will be still about Piaget Theory of Cognitive Development. So just watch out for it....

Applications: Piaget's Concrete Operational Stage

1.Reinforce and continue using concrete and hands on materials. For example, use models and demonstrate experiments in Science, show replicas or artifacts in History, demonstrate how to's in EPP and many more.

2. Organize the materials and concepts presented. Don't bombard children with too many factors and lengthy explanations. Be concise and brief. For example, Give an experiment or instruction with considerable number of steps. Or let children only read short stories 2-4 pages or children's book rather giving them lengthy stories with a lot of twisting plots.

3. Always relate the children to their prior experiences before presenting a new topic. Ask questions related to their lives or personal experiences so that it will be easier for them to assimilate information and to instill in their minds what is being presented. Like in discussing a story, teachers often ask if children can find similarities on the traits or on the situation the characters in the story are into.

4. Let the children classify or group things. Use graphic organizers to make it easier like matrices, charts, diagrams, etc. This will make their logical ability improve and develop. Riddles, Mind Twisters and Brain Teasers can also help. Give more of divergent questions rather than convergent questions because the former give children more opportunity to think and stimulate imagination.

Applications: Piaget's Pre Operational Stage

1. When presenting something, whether these are instructions, explanations lessons or directions, be concrete. Use illustrations, real objects, models even demonstrations. Don't only say them, don't be too verbose. Show them and even act them. You can be a model or even one of your pupils to demonstrate a given instruction or a scenario.
2. Since at this stage children are egocentric, avoid lessons or examples that are not immediate on child's experience. Listen to their stories, have an open discussion and sharing of experiences.
3. Have more of hands on activities than paper and pencil tasks. Let them manipulate objects and experience objects themselves especially if these will give them the opportunity to understand more about conservation. Objects like clay, water or sand could really help a lot.
4. Widen the world of a child. Let them explore their environment by having out of the classroom activities such as visits to different places or field trips.

Applications: Piaget's Sensori-Motor Stage

A theory is useless if not applied. So I will now present the practical applications of Piaget's Theory of Cognitive Development. Due to limited characters that can only be typed via cellphone, I will discuss this by stages. Below are the practical applications parents, teachers and the like can do. These are self-explanatory so I just enlisted them.
1. Interact with them more often. Show funny faces, play "pick-a-boo", smile at them, etc. Let them meet different people especially family members because at this stage, they can recognize faces.
2. Talk to them. Ask questions as if they know how to speak. Let them talk their own "language" because they like hearing their voices and other sounds too.
3. Let them do simple tasks by themselves like picking up their own toys when they play, reach a nearby object, putting them inside the box, and others.
4. Provide toys that are appealing to the senses: brightly colored, have catchy sounds (but not too much!), textured surfaces, etc.
5. Let them play toys that will not only let them enjoy but learn as well. Give them simple puzzles, building blocks, and other toys that will develop their mental ability. Don't forget to play with them.

Formal Operational Stage: Piaget's Theory of Cognitive Development

          Logical thinking is now more developed in this stage covering the ages twelve to fifteen years. Formal operant individuals can now solve abstract problems and to give their own hypothesis. When we say hypothesis, this is a sort of an educational guess or forecast of a certain situation, problem or phenomenon.   
         
          This also includes gathering and weighing the information and data available in order to give a judgment or conclusion. This can be done both with concrete and abstract objects. For example, in an experiment of the effect of water to a plant, formal operant individuals can now hypothesize what will happen to the plant in the absence of water, or to think of what are other factors aside from water that can make a plant survive. What ifs question are developed.

          Another development on the logical thinking of individuals on this stage is what we call analogical thinking. This can also be referred to as metaphorical thinking. This is relating one instance to another related and similar instances. For example, if socks is to foot, then gloves is to hand. Or just like saying that life is like a roller coaster, sometimes your up, sometimes your down.

          Lastly, individuals in this stage know deductive reasoning. That is, general to specific, or stating a rule and then applying it to a particular situation. For example, if all birds have wings, and a chicken has wings, then it is a bird. Or stating a rule like all the objects that revolve around the sun are members of the solar system, the earth revolves around the sun, so it is a member of the solar system.

          My next post will be the application of this theory to teaching and learning. I hope that so far I have helped you understand this theory based on how I understand it myself. But I just would like clear that I am not a psychologist or a PhD in psychology or education. I am just a teacher and an enthusiast in this field who wants to share my own insights about these topics. So for any reactions or corrections, I will appreciate it very much.

Concrete Operational Stage: Piaget's Theory of Cognitive Development

Children ages 8-11 are under this stage. On this stage, children have the ability to think logically. However, this only includes those concrete objects and the things they can perceive using their senses. Unlike the prior stage, concrete operational children no longer concentrate on one aspect or feature. Rather, they already know how to observe and to look at the other details of a person, an object and even a situation. In addition, children on this stage can now reverse their thinking. At last, if I will get a chance to teach a concrete operational child, I will now find it easy to teach the commutative property of addition and multiplication. Just a review, commutative property states that A+B is the same with B+A, or AxB is equal to BxA. In real life situation, this can be seen if a child now understands that he will have high grades if he studies his lesson and if he studies his lesson, he will have high grades.
Furthermore, children now have the ability to seriate, or to order or arrange things based on given criterias whether these will be on shape, size, color, etc. Lastly because of the above mentioned characteristics, a concrete operational child knows how to conserve. This is the ability to know that their are certain properties that do not change even there is a change in appearance. For example, a paper will still a paper even if it was crumbled, torn or cut. Or going back to Piaget's experiment on the glasses, a concrete operational child can already identify that the amount of water is equal even the two glasses are not identical.

Preoperational Stage: Piaget's Theory of Cognitive Development

   This is the second stage of cognitive development according to Piaget. This includes children who are two to seven years old and probably who are in preschool. The notable characteristic of this stage is that children can now make believe or pretend through the use of symbols. This is called "symbolic function". The most dominant symbol used is language, wherein children represent the objects that they experience through names or words. They can also use a certain object to symbolize or represent something else. Just imagine the tv commercial of a popular milk. The girl was singing something like "Mom said, don't eat your WOOOOOORDS!...She said, I have a beautiful VOOOOOOICE!".hahaha... Well, as you have seen, she was singing using a hair brush as her microphone. She pretended that the hair brush was her microphone. Have you seen your little brother or sister play? The boys especially in which they use sticks as their swords. But as they grow and develop, they can pretend only in their mind even without these objects. Again, imagine you as a child or seeing children play "Power power rangers" or " Good Morning Princess".(Do you know these games?hehe). Those explain it.

     Aside from symbolic function, children have the tendency to be egocentric. It means that they do not assume that each of us has different perspective. They believe that their point of view is the same as with all the people. This is the reason why for example, children have occasional "mine is better than yours" arguements with their agemates or your nephew or niece will ask you why you didn't call his/her mama or papa "mommy" or "daddy".

    Another characteristic of these stage is what we call centration. This can be explained by the experiment done by Piaget himself. In his experiment, he presented a child two identical glasses with the same amount of water. When the child was asked which glass has more water, he answered that both glasses are the same. However, when the water from one of the glasses was transferred to a narrower but taller glass, and was asked again, the child chose that the taller glass has the greater amount of water. This is centration. The child "centered" only on one aspect that is the tallness of the glass without taking into consideration the narrowness of it. This can also be seen when children tend to determine the sex of the people they meet. Boys wear pants while girls wear skirts. Or they will say that a person is already old when they see that that person is wearing glasses, has gray hair or has a mustache, without considering the age or the other details.
  
     Furthermore, children on this stage are very animistic. This is very obvious when they play dolls and stuff toys. And they will say to you not to throw their teddies and handle it with care because teddy might get "hurt". Or seeing a girl telling her agemate not to pick the leaves or the flowers of a plant because the plant will cry.
 
   According to one of our textbooks in college by Corpus, preoperational children has transductive reasoning. For example, if a preschool will be asked why there are no classes, he will probably answer "because it's Saturday." And if you'll ask again, "How did you know that it's Saturday?" He will probably answer "because there are no classes."

     Lastly, children on this stage has still the inability to reverse their thinking. In short, they still don't know that 1+2 is still the same with 2+1. This is the reason why I really had a difficult time explaining to my 6-year old tutee the commutative property of multiplication. That is why I wondered how come this topic was included in an Elementary Mathematics textbook for grade 1. Psychologically, this is inappropriate considering the mental stage of children. However, I thought that the author intended to put this topic maybe in order to help children develop reversibility. This might be true especially with the help of an adult, a teacher or a parent, or an older significant other, children will gradually develop the ability of reversibility.

SensoriMotor Stage: Piaget's Cognitive Theory of Development

This is the first stage of Piaget's Cognitive Development. This stage is from birth to infancy or zero to two years old. As the name implies, this is a stage where humans focus on the movement of muscles and body reflexes. Just imagine a baby and how he/she moves. And notice how baby toys are designed. In this stage, humans still have to familiarize and learn the world through interaction to objects, concrete objects in the environment.
According to Piaget, babies have the ability of "object permanence" or the ability of the child to know that an object still exists even without of sight. So if you show a baby a teddy bear, and then block or hide the teddy behind a cardboard, the baby would still believe that the teddy is there.
So to the parents, or even teachers, they have to provide a stimulating environment that will give the opportunity for the babies to learn his or her environment. Toys that captivate the senses like those with appealing colors, catching sound(not too much for the ear) and texture would be a great help for the development of this stage. But these toys will be useless and even hazardous without guidance of an adult or an older significant other.

Application for Public School

Yesterday, I woke up that morning with nothing to worry about. I thought of texting Sir Lego because I just want to confirm if the passing of application for a teaching position in public school will still be until next week. But then I was shocked to know that the deadline is this week. In short, I only have 1 day to finish all the papers I need to pass. I haven't made my application letter, revised my resume and to prepare all the other papers. So I was really cramming. I still had to tutor in the afternoon so I had to be absent in one of my session just to finish my application. At the end, after all the fros and tos, I was able to pass. I passed my application at my alma mater in elementary and I was really glad to know that my teacher there were happy and honored that I will be teaching with them. The principal was on leave so I got the chance to talk more to my teachers and to roam around school. Hay...I was very tired...But at least, I was able to catch up with the deadline. I really hope that they will find my application impressive. Hehehe...

My First Post via Cellphone

Hi. This is actually my first post using mobile browser and it's actually working. I really find this great since it's like posting slash texting. My phone is not that high tech as others may think. I got nokia 5130 xpressmusic but still I can do a lot like checking my facebook account, email, search in Yahoo, etc. The fun part is I can actually type my post as if I'm just texting.

Educational Psychology: Piaget's Theory of Cognitive Development

This is my very first post about education so I really hope that whoever will read this post can learn a lot and should be able to apply it in their everyday lives, whether they are teachers, educators, parents, students and the like.
Piaget is only one of modern psychologists who influenced the notion of learning most especially about how humans develop mentally. He believes that human mind has what he calls "schema" or mental/cognitive structures. In short, we humans are already born with something in our heads, not as empty vessels waiting to be filled. He also introduced the concepts of assimilation and accomodation. Assimilation is the adding of new experience or learning to an existing or already made schema. Example, if we had a schema of what a fish is, and we saw another fish of different color, then we try to add or fit in that new information to our current schema. And in the process of seeing another kind of fish, then we "accommodate" or create a new schema. As we grow, our minds pass through 4 stages: sensori-motor, pre-operational, concrete operational and formal operational. Each stage has its own characteristics which later I will discuss one by one. I will also tackle the practical applications of this theory especially in pedagogy and instruction.
This is only the introduction of my series of discussion about Piaget and the rest of other educational psychologists. I hope you find this post of mine helpful to your study. And I really hope that whoever got to read my post will tell their friends and classmates and teachers about my blog so that I could extend and share my knowledge about these topics.

My Reaction Paper During College: The World of Jesus

Reading about the world of Jesus made me feel that I‘m in his time. That I was there when he preached, perform miracles, etc.
I pictured out the Palestine, the land where most of the great events in the bible took place. I learned the different Jewish provinces such as Judea, where Jesus was born and died; Galilee, where Jesus grew up and began hi mission; and Perea, which the gospel refer to as “beyond Jordan’. There were also non- Jewish provinces such as Samaria, where Jesus cured the ten lepers, the Decapolis, Phoenicia, Philip’s Tetrarchy and Idumea.
Jesus’ hometown was like a usual town. There were streets where villagers greeting each other Shalom!, kissing each other as friendly gesture, children playing and many more. For their recreation, they did not attend public entertainment because they were forbidden to mix with the Gentiles likewise they played their own games. I was surprised to know that the people in Jesus time have also their local well or fountain as a meeting place for gossips. They were carpenter’s shops, schools and many more.
I found out that the children learn through studying the Law. They learn reading, writing, geography and history. They also learn writing with a stylus on waxed tablet.
The synagogue was the main building of the village and the meeting place of the people every Sabbath. They come there to pray and listen to the Word. At the end of the service, each person dropped his contribution to the collection box as he left the synagogue.
The Jerusalem temple was the center of Israel’s sacrificial worship. It was divided into seven parts. There is the Porch of Solomon, the Court of Gentiles, Court of Women, Council of Israel, Court of Priests, The Holy place and The Holy of Holies, the most sacred part of the sanctuary where no one was allowed to enter except the high priest during the Day of Atonement. the overall in charge of the temple services was the high priest including the exclusive function of entering the Holy of Holies.
A Jewish typical house was made of stones held together by mud and straw. The house had a single low door and lacked windows. Except for a low table, they don’t have other furniture like chairs, bed etc.
I was amazed to know that Jewish life as a whole was interwoven with prayer. They have Shema and the 18 Blessings, which a Jew had to recite morning, noon and afternoon. They also observed 3 major religious feasts such as the Passover, Pentecost and the Feats of the Tabernacle.
There were also religious groups in Palestine. The Sadducees where mostly belonged to the priestly class and the wealthy; the Pharisees, known for their strict observance of the Lawn and severe penance; the Scribes, those who were well- versed in the Law; and the Essenes, who were mostly celibates. Other groups were the Zealots, Herodians, the Poor and the Outcasts.
I felt sorry to know that the Jews lived the hard life of a colonized country. They were under the Roman rule since 63 B.C. the Roman vassal ruling Palestine was Herod the Great. The Jews hated him for his cleverness, ambition and cruelty. He was nearing his end when Jesus was born. He died in Jericho before the Passover in 4 B.C. After his death, the Palestine was divided among his 3 sons: Archelaus, who received Idumea, Judea and Samaria; Herod Antipas, who received the Galilee and Perea; and Philip, who received Gaulanitis, Iturea, Balanea, Trachometea and Auranitis.
Because of Archelaus wicked qualities, he was deposed in his position. Emperor Augustus decreed that the Roman procurator would govern the province. The procurator’s main job was to collect taxes, to ensure internal peace, to appoint and depose high priest, to confirm all death sentences and to report all developments of Rome.
The most known and familiar to me was Pontius Pilate who handed Jesus to be crucified.
There were also other rulers such as Herod Agrippa I who was a personal friend of the emperor and reigned over all the territories of his uncles. He was the first to persecute the early Christians. Herod Agrippa II on the other hand was only 17 when his father Agrippa I died. So he did not inherit his father’s territory as a whole. He had a little influence on the Jews.
The actual ruler of Palestine between the de3ath of Agrippa I and the outbreak of the first revolt were the Roman procurators who gave little consideration to Jews. On such notorious procurators was Felix, after him came Festus, and the last and the worst was Florus.
The Jews suffered a lot under Roman control. For me, it seems that they were being punished for their sins and for what they have done to Jesus. But still, I pity them because they were still the Chosen People and beloved children of God.

Music and Being Smart

I am happy to know that music makes a person smart.

Based on my experience, I think this is true. When we are listening to music, it makes us at ease and relaxed that we can do the things that we need to do with alertness and enthusiasm. Maybe that is also the reason why some students listens to the music when studying.

But I think that there are also limitations in this article. Maybe the music it pertains are music which does not irritates to our ears like pop, classical, or any other music. In my opinion, I think that rock or heavy metal music is not included.

I think I am not being unfair to those who love rock or heavy metal music. As far as I can remember, I once saw a study in PhilSci that focuses on the effects of rock music to the rate of memorization and study quality of the students. And I found out that rock music gave them low performance rate while soft or good music gave them positive outcome.

But of course, I am not concluding, it still depends upon the person.

The “Triple S” in Writing a Good Setting of a Story

In writing a good setting of the story, we only need to remember the “Triple S”: suitability, senses and showing. The first “S” is suitability. This means that we must write our setting logically, or should be suitable and agreeable to the story. For example, if your story is about a man who is overworked or stressed, it is unsuitable to set the story to a peaceful and isolated town. Rather, you might set the story in a hustle and busy city. Or your story is about a woman who needs time for reflection, then your character’s thought would sound “louder” if you set the story in a quite church or a silent meadow. In addition, we must be aware that certain events can only happen in certain places. Obviously, you cannot write about two lovers playing with snow on Christmas in a tropical country like the Philippines.

The second “S” is the senses. Using our five senses in describing the setting of a story will make the readers experience what they are reading. Sensory descriptions can also make the setting vivid and clear. For example, instead of merely writing “In the sea”, try to write specific details like the color, the sound , smell, texture, and many other descriptions that will make the setting achieved a lively appeal to the readers. Because readers tend to generalize from sensory details they can imagine, try to select specific details that will enhance and make the readers’ experience more satisfying. If you write “spoon smeared in a pancake batter,” a reader will likely to picture a wooden spoon, a thick golden batter in a large bowl, a bag of flour, and scattered eggshells in a large kitchen table with morning sunrays passing through the half-open window. In addition, if you have a hard time describing a certain place, you can also use figures of speech like similes and metaphors.

Finally, the last “S” stands for showing. Showing means letting the characters dramatize or experience the setting of the story. For instance, instead of saying, “It was very dark inside”, we could say, “We needed flashlights to find our way”. “It was far from any place” could be changed to, “We travelled four days from the nearest town to reach this place.” Another way to “show” the setting is by allowing the characters describe the details of a place through dialogue. This will help the readers feel an emotional connection between the character and the place. In general, showing is a smart way in writing a good setting of the story since it gives the readers the chance to have their own interpretation and conclusion of what they are reading.

my first post

This is my first post...

Hi

HI! Wala lang! WELCOME to my blog!!!