Sunday, 28 July 2013

Education Towads to a Brighter Life

Manila : Philippines | Jul 24, 2013 at 5:46 PM PDT
VIEWS: 9
Education is the foundation to success. Despite of all things, some people want to enter in college even though they are suffering different financial problems. Others are doing part time jobs for them to pay their tuition in their schools or universities.
Good thing to know is that there are still people who are willing to help to less fortunate people.
Some, they will stop studying for few years, then they will start to find a full time job to earn money and save it then that will be the time that they will enroll again in some universities in order to follow their dreams.
In lieu with this, there are institutions or foundation that offers free education. in some countries they called the as state universities. This only proves that some governments are working to serve for the people in their country.
There are also vocational courses which are also practicable for many people who wants to enter in college. There are also baccalaurate degree that they can enrolled into.
For me, no matter what course you had finished, your future still lies in you. of course, we shoulld not lose hope for every thingin our life. It's not too late for everyone to reach for their dreams.
8:48 PM
leahmanlulu is based in Manila, National Capital Region, Philippines, and is a Stringer for Allvoices.
Report Credibility



Muslim teachers instructed not to wear veils during classes

By 


 30 2099 1928

Education Secretary Armin Luistro: No face veils in the classrooms. INQUIRER FILE PHOTO
MANILA, Philippines—The Department of Education (DepEd) has asked teachers of subjects in Arabic Language and Islamic Values Education (ALIVE) in public schools not to wear face veils in the classroom as this would get in the way of effective teaching.
“Once the ustadja (teacher) is in the classroom, she is requested to remove the veil,” said Education Secretary Armin Luistro in an order dated July 16.
Luistro said wearing a veil would keep students from seeing the teacher’s face in class.
“In support of effective language teaching, recognition and discrimination of letters and their sounds are enhanced. Lip formation significantly helps in the correct production of the letter sounds,” Luistro said.
Seeing the teacher’s face without the veil would be necessary “for proper identification of the teachers by the pupils, thus promoting better teacher-pupil relationship,” he added.
Luistro made the request even as he reiterated DepEd’s standing policy of protecting the religious rights of students in school.
“While the Department supports and promotes the right of Muslim Filipino women to wear hijab/veil (or headdress), it does not compel Muslim Filipino women to wear it,” he said.
During their Physical Education subject, Muslim school girls are allowed to wear “appropriate clothing in accordance with their religious beliefs.”
Muslim students are also not required to participate in non-Muslim religious rites.
DepEd has begun to professionalize asatidz (Muslim teachers) who teach in madaris (Muslim schools) by hiring them as permanent teachers to teach ALIVE subjects in public elementary schools in Muslim-dominated areas.
DepEd introduced a standard curriculum for private madaris and select public schools that incorporates ALIVE subjects with regular subjects in order to integrate madrasah education graduates into mainstream education.


Read more: http://newsinfo.inquirer.net/450945/muslim-teachers-instructed-not-to-wear-veils-during-classes#ixzz2aLLT0niW
Follow us: @inquirerdotnet on Twitter | inquirerdotnet on Facebook


8:39 PM

I wanted to be a sociologist. I wanted to be exposed and be immersed to communities with different ways and norms which is not part of the world I know. Yes, I never dreamed to be a teacher. An ELEMENTARY PUBLIC SCHOOL TEACHER?! NEVER!!! I ate all those things when fate steered me to this profession. At first, I found this profession as a salvation from a life without a certain direction. I've seen my board mate then, Thea Marie A. Busa, so busy with her projects (she was a BEED stude, then) and I thought, I wanted to do those things, too.(Copycat? Envy? Not really.) Realizing that A.B. Sociology was not my cup of tea, I decided to shift to that professional path in that same school. Yet, some problems came along (which would be a long story so don't ask me to talk about it now) so I had to volunteer to come back to Butuan to continue my studies. I enrolled in Bachelor of Elementary Education at Agusan Colleges, Inc. As I progressed from year to year, my heart burst open with the gladness I felt whenever most of my pupils understood the lessons I gave them. I feel elated whenever children come to me and ask me questions (related or not related to the subject or topic I am teaching). The once shy and timid, errrr...., not that talkative person that was me has now the ability to talk nonstop every time I conduct my classes. I love sharing the knowledge and ideas to my pupils and getting information from them. That made me decide, I AM GOING TO BE A TEACHER. Teaching for me is not just a career or a profession; it is public service. This is the kind of service where you will not reap the results instantly but wait until one of your students become the President of the Philippines or wave at you and let you ride in their Sportivo and get that satisfied feeling that you have contributed to the success of that child. It is not about accomplishing all the topics written on the syllabus given to you but being able to instill in the minds of the younger generation the things they need and want to know. Of course, you have to let them absorb all the lessons you taught them or it would all be worthless. It is not about just talking; it is about listening. Why? Because Teaching is Learning. As a teacher, it is not easy to teach these young minds new things especially that their brains are busy entertaining their own world of ideas and imagination. How to captivate them into listening and participating in the class? Nobody really knows how to captivate them but I discovered just this June that letting them watch a movie which caters to their interests and views as a child and not just the movies given to schools by the government touches their listening and taliking skills, whichever they are most inclined to. It tickles their emotions and imagination. It's like giving them a new flavor to the delicacy they were always served. I made them watch RPG Metanoia (please search for it) which is a cartoon made by Filipinos using the Filipino language (yes, I teach Filipino subject). After two days of movie viewing,many skills were tested. The children were able to determine the important events in the story, sequence the important events, give comments on the events and on the characters, express the idea on how they want the story to end or what will happen next after watching the first half of the story, make an outline of the story and finally, make a summary of the story using the outline that we drafted together. There may be other skills to discover but admit it, for now it is much. Of course, not all the pupils are good at speaking and writing skills so it's good if you group them together in three's at least. I stoop low as a teacher, well, I mean I bend down to the level of thinking of my pupils. If they are a herd of eleven year olds, I try to use my imagination the way they do. That's why I try to study what are the "ins" for the certain age group I am teaching. I try to learn computer game terms if most of my pupils are gamers, I watch teledramas if my female pupils are fans of it so we can talk about it in class and use it for some lessons. I share my comic books to those few who love my "best buds." But all these are in exchange for them to watch or listen to the local and national news then share them to the class the following day. I like them to remember me as someone who they learned something from, nothing else. I don't think being remembered as strict or kind or beautiful doesn't add up to the work a teacher does. It's indescribable, being a teacher. I remember that long time ago, the teaching profession was the only path some parents push their child to if he or she is not intelligent enough to become a doctor or engineer not realizing that the child they placed in that profession are the ones who educates the future professionals. It's hard yes, but being a teacher is as important as eating. The future leaders, doctors, engineers, craftsmen, laborers, janitors and such, lies in our hands. If they become corrupt leaders, become thieves or beggars is part of our responsibility. One teacher I remember most is my grade one teacher, Mrs. Daylinda Reveche. She was the one who taught me how to write and read. I noticed that she wont let my classmates who can't read until past 5 pm if they can't identify and understand that single word she is teaching them. And she does it everyday until all of us was able to read. She was the only one I listen to. I would not listen to anybody else, even my mother! I listen just to her. Unfortunately, she passed away. Even if we haven't seen each other for so long, I cried hard when I visited her wake. She was such a great teacher and I learned a lot of things from her. I don't know if I left an impression to my pupils as a teacher like Mrs. Reveche left to me. Let's wait until one of the first pupils I had taught have their own say. 'Cause you see, I never wanted to be a teacher.....but I LOVE it.

        I wanted to be a sociologist. I wanted to be exposed and be immersed to communities with different ways and norms which is not part of the world I know. Yes, I never dreamed to be a teacher. An ELEMENTARY PUBLIC SCHOOL TEACHER?! NEVER!!!
        I ate all those things when fate steered me to this profession.
        At first, I found this profession as a salvation from a life without a certain direction. I've seen my board mate then, Thea Marie A. Busa, so busy with her projects (she was a BEED stude, then) and I thought, I wanted to do those things, too.(Copycat? Envy? Not really.) Realizing that A.B. Sociology was not my cup of tea, I decided to shift to that professional path in that same school. Yet, some problems came along (which would be a long story so don't ask me to talk about it now) so I had to volunteer to come back to Butuan to continue my studies. I enrolled in Bachelor of Elementary Education at Agusan Colleges, Inc. As I progressed from year to year, my heart burst open with the gladness I felt whenever most of my pupils understood the lessons I gave them. I feel elated whenever children come to me and ask me questions (related or not related to the subject or topic I am teaching). The once shy and timid, errrr...., not that talkative person that was me has now the ability to talk nonstop every time I conduct my classes. I love sharing the knowledge and ideas to my pupils and getting information from them. That made me decide, I AM GOING TO BE A TEACHER.
         Teaching for me is not just a career or a profession; it is public service. This is the kind of service where you will not reap the results instantly but wait until one of your students become the President of the Philippines or wave at you and let you ride in their Sportivo and get that satisfied feeling that you have contributed to the success of that child. It is not about accomplishing all the topics written on the syllabus given to you but being able to instill in the minds of the younger generation the things they need and want to know. Of course, you have to let them absorb all the lessons you taught them or it would all be worthless. It is not about just talking; it is about listening. Why? Because Teaching is Learning.
          As a teacher, it is not easy to teach these young minds new things especially that their brains are busy entertaining their own world of ideas and imagination. How to captivate them into listening and participating in the class? Nobody really knows how to captivate them but I discovered just this June that letting them watch a movie which caters to their interests and views as a child and not just the movies given to schools by the government touches their listening and taliking skills, whichever they are most inclined to. It tickles their emotions and imagination. It's like giving them a new flavor to the delicacy they were always served. I made them watch RPG Metanoia (please search for it) which is a cartoon made by Filipinos using the Filipino language (yes, I teach Filipino subject). After two days of movie viewing,many skills were tested. The children were able to determine the important events in the story, sequence the important events, give comments on the events and on the characters, express the idea on how they want the story to end or what will happen next after watching the first half of the story, make an outline of the story and finally, make a summary of the story using the outline that we drafted together. There may be other skills to discover but admit it, for now it is much. Of course, not all the pupils are good at speaking and writing skills so it's good if you group them together in three's at least.
          I stoop low as a teacher, well, I mean I bend down to the level of thinking of my pupils. If they are a herd of eleven year olds, I try to use my imagination the way they do. That's why I try to study what are the "ins" for the certain age group I am teaching. I try to learn computer game terms if most of my pupils are gamers, I watch teledramas if my female pupils are fans of it so we can talk about it in class and use it for some lessons. I share my comic books to those few who love my "best buds." But all these are in exchange for them to watch or listen to the local and national news then share them to the class the following day. I like them to remember me as someone who they learned something from, nothing else. I don't think being remembered as strict or kind or beautiful doesn't add up to the work a teacher does. It's indescribable, being a teacher.
         I remember that long time ago, the teaching profession was the only path some parents push their child to if he or she is not intelligent enough to become a doctor or engineer not realizing that the child they placed in that profession are the ones who educates the future professionals. It's hard yes, but being a teacher is as important as eating. The future leaders, doctors, engineers, craftsmen, laborers, janitors and such, lies in our hands. If they become corrupt leaders, become thieves or beggars is part of our responsibility.
        One teacher I remember most is my grade one teacher, Mrs. Daylinda Reveche. She was the one who taught me how to write and read. I noticed that she wont let my classmates who can't read until past 5 pm if they can't identify and understand that single word she is teaching them. And she does it everyday until all of us was able to read. She was the only one I listen to. I would not listen to anybody else, even my mother! I listen just to her. Unfortunately, she passed away. Even if we haven't seen each other for so long, I cried hard when I visited her wake. She was such a great teacher and I learned a lot of things from her.
        I don't know if I left an impression to my pupils as a teacher like Mrs. Reveche left to me. Let's wait until one of the first pupils I had taught have their own say. 'Cause you see, I never wanted to be a teacher.....but I LOVE it.

Friday, 26 July 2013

Philosophical Foundations
Thinker Assumptions Role of Teachers Models/Strategies Educational Aim Curriculum Emphasis
Realism Aristotle Reality exists independent of the human mind; To understand an object, its ultimate form had to be understood, which do not change. Organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions. Curriculum should be scientifically approached, standardized, and distinct - discpline based. To understand objective reality through "the diligent and unsparing scrutiny of all observable data." The Realist Curriculum emphasizes the subject matter of the physical world, particularly science and mathematics.
Idealism Plato The soul is fully formed prior to birth and is perfect and at one with the Universal Being. Facilitators Handling ideas through lecture, discussion and Socratic Dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge. To discover and develop each indicidual's abilities and full moral excellence in order to better serve society. Subject matter of mind: Literature, History, Philosophy, and Religion.
Philosophical Foundations
Thinker Assumptions Role of Teachers Models/Strategies Educational Aim Curriculum Emphasis
Pragmatism/Experimentation/Empiricism Charles S. Peirce · Changing nature of truth
· Truth is formed by its result
· Problems as the motives of truth
· Emphasis on social and democratic values
· Emphasis on the principle of utility
· Opposion to fixed ideals and values
· Importance of man power
· Importance of activity
· Faith in present and future
· Opposition to social customs and traditions
· Faith in pluralism
· Faith in flexibility
The teacher only guides and suggests wherever and whenever there is necessity for such help. They believe learning by doing. They oppose bookish knowledge and condemn those methods which promote knowledge which is not useful. Favours project method and consider it active and dynamic. Through this method the child learns by his own activities and experiences. More growth and creation of new values and to provide such dynamic direction and guidance to the child according to his natural interest, aptitude and capacities in the field of academic activities that he grows up and develops more and more capacities to successfully achieving a happier life. · Importance of child
· Emphasis on activity
· Faith in applied life
· Social and democratic education
· Progressive and optimistic attitude
· Construction of project method
Philosophical Foundations
Thinker Assumptions Role of Teachers Models/Strategies Educational Aim Curriculum Emphasis
Perennialism Marsilio Ficino Education, like human nature, is a constant.; Education should focus on developing rationality. The teacher interprets and tells. The student is a passive recipient. The teacher interprets and tells. The student is a passive recipient. Schools for the perennialist exist primarily to reveal reason by teaching eternal truths. Schools for the perennialist exist primarily to reveal reason by teaching eternal truths.
Essentialism/ Traditionalism/ Conservatism William C. Bagley The creation of a new discipline, computer science. The teacher is the center of the classroom, so they should be rigid and disciplinary. Teacher must control the students with distributions of rewards and penalties. To instill students with the "essentials" of academic knowledge, patriotism, and character development through traditional (or back-to-basic) approaches. To reform the educational system to a rational-based system.
Philosophical Foundations
Thinker Assumptions Role of Teachers Models/Strategies Educational Aim Curriculum Emphasis
Progressivism John Dewey “Participation of the individual in the social consciousness of the race” (Dewey, 1897, para. 1). As such, education should take into account that the student is a social being. Education is the process of living and is not meant to be the preparation of future living (Dewey, 1897), so school must represent the present life. As such, parts of the student’s home life (such as moral and ethical education) should take part in the schooling process. The teacher is a part of this, not as an authoritative figure, but as a member of the community who is there to assist the student. Instruction must focus on the child as a whole for you can never be sure as to where society may end or where that student will be needed or will take themselves. To prepare the for the future life. Emphasis on learning by doing – hands-on projects, expeditionary learning
Philosophical Foundations
Thinker Assumptions Role of Teachers Models/Strategies Educational Aim Curriculum Emphasis
Existentialism/                                                                      Experimentalism Søren Kierkgaard Our existence is not guaranteed afterlife, so there is tension about life and the certainty of death, of hope or despair View the individual as an entity within a social context ion which the learner must confront others' views to clarify his or her own. Examining life through authentic thinking involves students in genuine learning experiences. Development of individuals as we make meaning of our lives. To focus on creating opportunities for self - direction and self - actualization.
Reconstructionalism Theodeore Brameld Considered democracy the core of his educationqal philosophy. 1. Facilitate learning activities
2. Stimulate learning
1. Pupil - teacher dialogue                          2. Praxis or effective action or problem - solving method The goal of reconstructionist learning for students is that they themselves may envision the good future and spend their learning as a preparation for their role in the future for which they reach. A philosophy of values, ends, and purposes, with a democratically empowered world civilization as the central goal of education.

Historical Comparison Chart of Formal Education
Person 1 Person 2 Person 3
Name Jose Rizal John Locke Dr. Camilo Osias
Time/Place Spanish Regime/The Philippines 18th century/England 20th century/The Philippines
Characteristics of the time/period The Philippines was under the governance of Spain, the natives experienced opression and most of their rights were taken away from them. Period of Enlightenment The Philippines during this time is already educated and is practicing and protecting the freedom they are given.
Cultural beliefs about education Education is for the elite society. If you can't afford it, you are not entitled to it. Education maketh the man, or, more fundamentally, that the mind is an "empty cabinet", with the statement "I think I may say that of all  the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education." School has an important role in the development of dynamic nationalism and internationalism in relation to democracy in the education of the youth.; He believed that education should secure for every person the fullest measure of freedom, efficiency and happiness.
Who received an education? Only the Filipinos (who were the Spaniards who had lived in the Philippines and have children in the country) can enroll. There are natives who enrolled but these are natives who had connections and/or who had money for the matriculation. Everyone receives an education. Everyone was given the chance to receive an education regardless of economic standing because of the program Education for All.
What were the prevailing attitudes towards children? Since the girls are to become future housewives, they are taught the basics in housekeeping. The boys are priveleged to study until tertiary given that their family can afford the matriculation. He warns against, for example, letting a "foolish maid" convince a child that "goblins and sprites" are associated with the night for "darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other. All children are encouraged to enroll.

Friday, 12 July 2013

Oprah Winfrey > Quotes > Quotable Quote

Oprah Winfrey

“Education is the key to unlocking the world, a passport to freedom.”


― Oprah Winfrey
11:52 AM

Walking with the youth and drinking my cup of coffee in twilight time

-AA+A
Mountain Light
Tuesday, July 9, 2013
SCHEDULE this week is the graduation of farmer enrollees who successfully completed the requirements of our School-on-Air (SOA) course on "Enhancing Coffee Products from Seed to Cup," in Tabuk, Kalinga.
This event will conclude the conduct of our six-month SOA course on coffee in the provinces of Abra, Benguet, Kalinga and Mountain Province. The time duration includes preparatory activities before the launching dates of the SOA course in the abovementioned provinces. I take this opportunity to congratulate all the farmers, some 400 of them, who successfully completed the requirements of the course.
The SOA on coffee was aired by local radio stations in the four mentioned provinces that were earlier identified and preferred by the beneficiaries of the CHARM2 Project. These radio stations have a frequency and reach that is clearly heard by the beneficiaries in the deep hinterlands of our mountain spaces. That is important otherwise our primary objective in airing the course would not be realized.
Secondarily, this activity will also share knowledge and information to the public.
With reference to listenership objectives, the course has performed well generally. About 98 percent of those enrolled in Benguet and Mountain Province completed the course. In Abra, 80 percent of the enrolled farmers completed the requirements of the course but the participation of the listening public was commendable based on the queries sent to our broadcasters there and the Project’s Provincial Coordinator.
The graduation of farmers in Kalinga was delayed because the radio frequency was changed or lost to our primary audience at mid-course. To remedy the problem, our community mobilization officers (CMOs) had the weekly broadcast (done three times a week) taped and brought to the barangays. Under this situation, the farmers were gathered in a place identified by the barangay-based CMO where they will listen to the taped broadcast. After the activity, the farmers individually answered questions provided in their “answer sheets” that formed part of each broadcast. The “answer sheets” were then collected by the CMO who will submit the same for processing at the provincial coordination office.
All answer sheets and other forms pertaining to the performance of the enrolled farmers were transmitted to the Information and Knowledge Management Unit (IKMU) of the CHARM2 Project for further evaluation, recording, consolidation and monitoring purposes.
In a lot of ways, this SOA course on coffee deviated from the usual way we implemented SOA courses in the past. I credit my young staff for this. They insisted on running a curriculum that must hanker to current realities as much as possible. To do this, they proposed a write-shop with experts and field workers on the priority needs and commodities of farmers in the project coverage areas. The mechanics of the SOA will also be tackled during the write-shop. So we did just that with coffee as the first course. We got Professor Valentino Macanes of Benguet State University (BSU) to serve as subject-matter expert and critique on how the course will be packaged and delivered over the radio. In tandem with Ms. Betty Listino, Development Communication Specialist with the La Trinidad-based ResearchMate, the course curriculum was completed with my IKMU and RAFID staff as writers. The preparation of the course was done in consultation with selected field workers from the local government units (LGUs) and CHARM2 Project.
The course was not simply downloaded to the provinces for airing with a local radio station that will be paid for the purpose. The staff proposed that prior to airing, all those involved in its administration in the provinces should be gathered in a consultation meeting on the SOA course; its objectives and targets, and how they must deliver on their specific roles. “Gastos at pasyal lang yan,” I said. They replied with a smile and indeed, they need not argue their point. I imagined how everything could be wasted from the preparation of an excellent course and the time spent by farmers when those we expected to execute it well would interpret the course’ mechanics and fail in the end. So, “pasyal” we went and they did more with a grin. After the broadcast, they set-up a live radio broadcast for us to introduce the course to the community, explain its objectives, dates and timetables, and invite enrolees and listeners.
One would think that listening to this technical course and its requirements were a bit heavy for the farmers. From seed to cup, the course feeds farmers with lots of new technologies on production, packaging and marketing quality coffee. The farmers respond to weekly quizzes and trivia that test how they understood each course topic. And a practicum, carried out towards the end of the course, was added too.
The course tested the stamina of the farmers and its field implementers including my staff. Our CMOs do other work for the different components of the CHARM2 Project in the field, aside from the SOA. Like them, my IKMU staff are also working on the SOA on top of their activities in the documentation and sharing of best practices on project implementation.
Over the last three graduation ceremonies, very elaborate in its details, I have heard old and young farmers who completed the course testify that the course was meaningful and significant to their livelihood. It tells me that the CMOs and my staff, all young, have done a good job. Their efforts and their training make me proud. However, we must continue our daily fights in our working relationship, with me as their supervisor and them as my subordinates.
My staff at the IKMU and RAFID will continue to deliver what they were hired for. We will do our visioning together about our work. They will need to do a re-visioning that negates my inputs if necessary. That hurts a bit and I like it. It gives an indication that we are going somewhere.
We like it or not, they have to take over and do things well according to the rules, and how they were basically trained and will be trained further on the job. It is a risk we must take together.
My IKMU staff followed through this risk well with the SOA program on coffee. They did not simply agree to what I wanted them to do. They look and analyzed the work, prepared the plans, logistics, and every major and minor step that were carried out including new innovations in undertaking a SOA course under the conditions and situations of the listeners in the deep hinterlands. Every now and then, they came to see me about their plans and about some difficulties. In those instances, they wanted me to be involved in a major way. I did not. I lead them by being led by them on this one. It helped crystallize their visions and carry it out. In implementing the SOA program, they told me I was dispensable, I must not walk ahead or behind but besides them. I like just the way they did it.
Perhaps, next time they will initiate their moves with more might. No problem by me. Just do it with that winning smile. Your style is far better than the intrigues and threats of some old bitches who would deny what you are: "Fair Hopes of the Fatherland." Never mind them, stay your course. There are several SOA courses, newsletters, IEC materials and books to write ahead of us with me at your side. I would rather sit in my couch and watch your performance as stars in your time.

11:43 AM