Learning in the Midst of a Pandemic

      “When there was no virus yet…” this is how my 6 year-old son starts his sentences now. Everything is divided into pre-CoVID-19 and the world we now live in. It pains me to look at his smart, yet innocent eyes because children are not supposed to refer to time like this. They should be out in the sun, running around and playing with their friends. They should be swimming and going on trips with their families. They should be spending their time in summer school learning to play an instrument or acquiring a new skill. They should be somewhere else but locked up, unable to interact with people outside of their homes. They should be, but circumstances dictate otherwise.

      My parents and most of my siblings reside in Taguig City. Every now and then we travel from Bulacan to Taguig for events or celebrations, or just because we want to spend time with my side of the family. We can’t do that now. We have been stuck in Bulacan since March, when everything was turned upside down, at least in my point of view. Our business largely depends on being able to meet with people, and needless to say, we are one of the many businesses who suffered an enormous lot when this pandemic struck.

      But the biggest concern on my mind at the onset of this virus apart from health concerns, is education. I teach in one of the schools here in Bulacan and I have observed how the teacher-student-school interaction greatly affects children. The factors affecting education and the will to push through to study and immerse one’s self in learning is not as simple as attending school or having a teacher. No, it is more elaborate and complicated than that. I don’t want to bore you by discussing those factors, but if you want to, send me a message and I’ll gladly talk to you about those. What I want to highlight among all those factors are just three things – constructivism, social learning, and cognitive load. Why do I need to highlight these three, you ask? It is because I need to make parents understand why schools are clamoring for your children to enroll. Why we teachers do not agree to have a year’s time pass with children merely playing and not given time to learn. I am not here to pass judgment, I am here to shed light and hope that understanding comes from the information I share.

      What is constructivism? Simply put, it is a theory that states learning is an active process of creating meaning out of experiences within the broader context of the environment. Knowledge is personally constructed rather than acquired or transferred from another individual [1]. Teachers act as facilitators and guide towards learning. Sounds easy, right? Well, it is not. I have been brought up and sent to a school where teachers are the know-all, be-all. That all information come from them, and that I was supposed to absorb all those information. The landscape of education has changed and is still changing. What we had before, in terms of education and schooling are not the same as what our children have right now. Education is evolving and we should change along with it. See, teachers are trained to facilitate and not give all the information away. They bank on a child’s innate inquisitiveness, and utilize that to enable learning. This form of learning is student-centered.

      Next, social learning emphasizes that people can acquire new information and behaviors by watching and imitating other people [2]. Here, learning occurs when students observe another student’s actions and its consequences and adjusts their own behavior accordingly. It also maintains that a student’s behavior is influenced by both the social world and the person’s intellectual characteristics. The belief in one’s ability to succeed also influences thoughts, behaviors and feelings that in turn determine how goals, tasks, and challenges are approached. This is key to enable students to understand the mechanics of the world around them and how each decision relates to a consequence.

      And we come to the last one, cognitive load. This theory assumes a limited working memory connected to an unlimited long-term memory [3]. As a result of this limitation instruction should be designed such that working memory is capable of processing the instruction. In simple words, the brain, with its working memory, can only take a limited amount of information (memorization). However, there is unlimited potential in storing information in the long-term memory. How do we tap that resource, then? Through application and having topics relate to real-life events, educators are able to tap into the long-term memory and thus, ensure that information critical for your child’s future, in school and out in the real world are embedded in their memory. I took up BS Physical Therapy and graduated some 19 years ago, and to this day, I still remember the techniques to use for select conditions. This is because I use these techniques to treat my family, and now it seems to come naturally for me.

      Where do we go from here? Parents who are intent on homeschooling their kids this year (and maybe moving forward), I salute you. I have highly considered this before but I had to change my plans because Jared requires a different learning strategy. If you have the capability and the determination to proceed with homeschooling, that’s a great way to go. Just know that you should be 100% invested in education, which means that as a facilitator, you would have to learn ahead of your children to be able to know which way to go and how to tap into their interests and knowledge-seeking skills.

      To those who chose to enroll their children albeit the different teaching modality that we have to use, which is online learning, thank you for putting your trust in the schools and the teachers. It may appear simpler and easier, as some would put it, but let me tell you that it is difficult. Educators need to learn new skills such as navigating e-classrooms, using applications that otherwise won’t be a part of our daily lives, like Zoom, Google Meet and others. We need to study in order to impart knowledge effectively and efficiently. But we do it with grit and passion, because we are committed to give the best to your children.

      Still some would think to give it a rest and just wait for the pandemic to end, or a vaccine to be available and let the children come back to school next year. As a parent, I understand your qualms. As an educator, I implore you, please do everything in your power to either properly homeschool or send your children to (online) school. I always hear, “Isang taon lang naman, titigil, mabilis lang ‘yan, next year na pumasok.” This is not true. If we let our children stop for a year, and not wield and challenge their minds to think and discover new things, we lose a lot more than a year. We lose the past years’ worth of learning, information and ideas that your children worked hard for. Please do not get me wrong, teaching your children values and home skills are essential to their growth, too, but so is formal education. They work hand in hand. Knowledge without values is pointless, as is values without the knowledge on how to use them is useless. It is your choice to either homeschool them or get the help of a school to facilitate learning, just please, do not let them go on for a year without education.

    I have personally met and worked with children who left school because of poverty and because of indolence. I pity those who love to learn but are pulled back because of financial reasons, but those who have the capacity and choose not to learn, is a whole different scenario. There are numerous excuses that I have heard during the course of planning for this year’s academic implementation. “Kailangan may internet pa bago makapag-aral”, “Dagdag gastos ang internet, mahal”, “Paano ko tuturuan ang anak ko, ‘diba trabaho ng teacher yan”, “Nabawasan na nga trabaho nila, wala naman bawas sa tuition fee”, “Ako na lang magtuturo, online lang naman din pala”, and so much more. I seriously want to answer each and every complaint, but it will take a longer time (and effort for you) to read this. So I leave you with this, yes, the mode of teaching has changed, it needs to be done online. The knowledge and expertise that the educators possess has not changed, though, in fact, it has been enhanced, with the need to learn the different processes to proceed with online learning. You, who are reading this, have access to internet. Those who do not, schools have found a way to still reach out and make sure that your children get the right to education. Not to sound discerning, but I have seen people that say they are not well-off get access to internet for mobile games and social networking sites. We can do something if we choose to. There is always a choice between complaining and finding solutions. I hope you choose to do the right thing.

      Before I end this piece, let me share with you how we at Smart Starters Montessori responded to the challenge posed by CoVID-19. The school administration, together with the teachers, met online as early as March to plan on what is necessary to do and how we might be able to keep the continuity of education. We planned as if we were going to be allowed to go back to school after some time, and we planned as if we cannot go back to school for a long time. We prepared for different scenarios. We remained alert for developments as cascaded by the government and the different institutions that govern health and education. That is why as early as April, we were geared for online learning. Our educators are equipped with the knowledge and capabilities to manage an online classroom. This is a difficult time, but we are not backing down because we believe that learning does not stop. Not even at the helm of a pandemic. Not ever. Learning is a process and it goes on until we stop to be inquisitive. Please do not take this away from our children. This is the only way we can sort of slap CoVID-19 in the face and say, we are not stopping just because you are here and making things difficult for educators and learners.

      If you need to learn more about how we will manage learning at this time, please message me or directly contact Smart Starters Montessori to get information. Let us not allow CoVID-19 to define who we are, let us answer and take a stand. Thank you for reading through this long article and I hope that you are armed with more information to make a decision about your children’s journey towards learning in the midst of a pandemic.

[1] https://www.teach-nology.com/currenttrends/constructivism/

[2] https://www.verywellmind.com/social-learning-theory-2795074, https://www.thoughtco.com/social-learning-theory-definition-3026629

[3] Baddeley, 1986

Moving forward with Learning

What is the best strategy for an educator to take given the different learning styles and capacity of students?
To start off, please allow me to give you a background of the school where I currently teach.  Smart Starters Montessori (SSM) uses a system of education for young children that seeks to develop natural interests and activities rather than use formal teaching methods, as how a true Montessori should be.  We have students from Casa up to Grade 10 and we also accommodate children with special needs (CSN).  I am proud to say that in SSM, we exercise inclusion – ‘regular’ students are taught alongside CSN peers.

            I sincerely believe that an educator’s role primarily is to understand the students – their background, what their interests are, and how they learn.  After all, in the most general sense, the contemporary view of learning is that people construct new knowledge and understandings based on what they already know and believe (e.g., Cobb, 1994; Piaget, 1952, 1973a,b, 1977, 1978; Vygotsky, 1962, 1978).  This way, it will be clear to the educator which path to take to ensure that optimal results are achieved.

            Take for example, our CSN students.  We have a specialized program and curriculum for these students because we base education not on their ‘state of mind’, rather, on the age and learning capability of student.  So a 16-year old student with autism and who ‘acts like an 8-year-old’ is in Grade 9, because she is able to understand and process the modules prepared for that level.  A class with CSN requires a lot of thought and preparation because the teacher needs to design a lesson where both regular students and CSN can benefit.  There are assistant teachers assigned to CSN, to ensure that they are able to follow and questions are directly and quickly addressed.  In order to handle a class with CSN, teachers and ‘regular students’ work together to make the environment conducive to learning.  For instance, during discussions, all students are focused on the teacher or student speaking.  Unnecessary disruptions may cause the CSN to lose focus and act out.  As time passes, little distractions are introduced to the class in order to attempt to train the CSN that little interruptions should be dealt with and not a reason to act out.  [1]When the CSN successfully finishes a class with no unwanted episodes, the student gets a stamp on his or her notebook that says he or she did great today.  When a student acts out, he or she doesn’t get a stamp.  Because behaviors that lead to pleasant consequences are more likely to be repeated, we get lesser episodes of acting out in a class with CSN.  [2]Apart from conditioning, teachers also observed that CSN learn through watching and imitating others’ behaviors or actions.  This is not exclusive to our CSN, and in fact, highly observable in how students carry themselves in school and outside due to the influence of the teachers.

            [3]I have observed my own JHS class adjust their behavior depending on consequences undergone by other peers – rewards, reprimand, coaching and so on.  [4]As an educator, my goal is for my students to be in charge of their learning, believe in their capabilities and have that lead them towards learning.  Saying that students are in charge of their learning doesn’t equate to educators not doing anything. , albeit, it becomes a more challenging role, having to provide guidance without overwhelming the student.  [5]The educator needs to identify if and when learning occurs, by observing changes in mental processes or structures instead of changes in observable behavior.    One of the things that I enjoy doing in class is the application of learning.  I teach English and I believe that more than knowing the grammar rules, pronunciation, accent and others, the more important part of this subject is communication.  [6]What I attempt to accomplish each time during class is to build confidence as a result of the students’ knowledge and expertise in the subject, and make sure that they can translate it to something useful and beneficial in their roles as students and later on as an integral part of our society.  [7]I design activities that foster collaboration, cooperation, and interaction with peers so that we can all learn from each other.

            All activities mentioned above are what teachers in SSM have been practicing since its inception in 2002.  I am proud to say that I am part of this organization.  I have not studied these theories before I accepted the teaching job, yet I find myself immersed in and enjoying each second I spend with students, learning and using new knowledge to further ourselves.

            What is the best strategy to take then, given the differing capabilities of the students in a class?  There is not one answer.  The theories I have learned in this course and realizing the potential that I hold as an educator makes me more determined to pursue this path.  From behavioral, social, cognitive information processing to constructivist theory, there is no one correct strategy or teaching method.  These theories overlap, and as such, they may change as new information is uncovered.  One thing is certain and never to change.  The passion to teach and make learners understand is the best strategy for educators to take.  Get to know your students well because it is only through understanding them – what they excel in, what their challenges are and what their capabilities are – that we will be able to plan on how to properly execute lessons day by day.  Make use of the theories as we have learned them, collaborate and share with peers, assess effectiveness of methods used, realign goals as needed and don’t be afraid to explore new things in learning-teaching.  After all, it is only when we open ourselves to new things that we begin to learn.

A change in perspectives

            In the self-introductions forum, I shared why I am pursuing this path.  I am a licensed but non-practicing Physical Therapist, and my love for teaching has always taken the back seat.  Now I am a mom of two and I gave in to the call – I found UPOU through a friend and here I am, one semester shy and I will have completed the PTC course.  While studying, the perfect opportunity had been presented to me and so I seized the moment.  I am currently teaching English to Junior High School in a Montessori school in San Jose del Monte, Bulacan.

            Having no background whatsoever in teaching (unless I count the free pre-school summer classes we provided as a member of Vox Juvenum and the remedial classes that I taught in high school), I feared that I will not be an effective teacher.  I studied the curriculum as prescribed by DepEd (K to 12), sat in classes to observe and get salient points that I can apply in teaching, and devoured the books I were to use for the lessons.  I started teaching late last year before my EDS 103 course.  While learning all about the Theories of Learning, I was also teaching.

            I yearn for change.  I feel that the education that children get nowadays does not equate to the education I had back in the day.  Every time I encounter students who, in my opinion, are way below the expected level of maturity in terms of education, I literally wince.  I come across wrong grammar, wrong spelling, difficulty in comprehension, fear of communicating in English, incorrect use of the Filipino language and many others.  In 2018, the Philippines joined the Programme for International Student Assessment (PISA) of the Organization for Economic Co-operation and Development (OECD).  Results revealed that the Philippines scored 353 in Mathematics, 357 in Science, and 340 in Reading, all below the average of participating OECD countries.  (DEPED, 2019)  I realized I cannot help change anything if I stay silent.  I do not believe nor join protests, so here I am – a student and a teacher, clamoring for and starting change.

            When I was a student, I always thought of studying as a means to an end.  I need to finish my studies so I can work.  Working, I realized that I still have to learn, to study.  I wish I had known this when I was in school.  I might have regarded studying and learning differently.  I always express this to my students, because unlike me, I want them to be aware of what it really is after graduation.  [8]I make it known that I do not know everything, that like them, I also study.  This makes the teaching-learning experience interesting and enjoyable for us.

            I have shared teaching opportunities and anecdotes in forums where I detailed first-hand experiences in class.  Having the opportunity to teach both ‘regular’ and special needs students have challenged my imagination and understanding of how teaching and learning should be.  Unknowingly, I have been practicing the theories that I have learned in this course in my classes.  It was an affirmation on my part.  The fire in me to teach grows stronger as I reach the end of my journey in the PTC program.  Assignment 2 has given me a fresh perspective on how I see my students and the activities we do.  I have identified areas for improvement and opportunities because of my peers.  We have crafted possible solutions and action plans to address such.  I have shared examples in Part 1 of this document pertaining to my students, and so I’d like to plot my experiences while taking this course instead.  [9]I was trained to check the UPOU portal every Saturday for new activities and ensure that I follow the prescribed schedule of submission.  I looked forward to responses from my peers, so I do my best to post in forums earlier because I have observed that most responses and exchanges happen in the first few posts.  [10]Reading and responding to my peers’ work also made an impact on my learning.  New perspectives and insights are readily shared and discussed in a respectful manner.  [11]I feel overwhelmed at times with the number of materials that I need to read, discussions that I have to partake in, and realized that I was looking at it from the wrong perspective.  I begin to see it as a lot of learning opportunities and it turned out to be more enjoyable and relatively easier when I correlated each lesson to what I experience in class.  [12]Going through the forums, I felt that I am empowered by the knowledge that my peers share, new information and a fresh way of looking at things right in front of me, with a single click of my mouse.  Exchanging ideas, working together and interacting through technology – things that I am thankful for because I learn from MKOs in the comfort of my home most especially with the CoVID-19 health crisis.

            I realize now that in order to effect change quickly, I must share what I have learned.  I will take on a more active role in school, to share what I have shared with my peers in the forums.  Change is inevitable, and so I would like to take this and do my best to change how learning is perceived both by educators and learners.  One student, one subject, one class, one school at a time.  Change is inevitable, and so change I must rally, towards a better education and a better future for our country.

Sources: 

[1] Behavioral Theory https://psychologypedia.org/b-f-skinner-theory-behaviorism-and-operant-conditioning/

[2] Social Learning Theory – The social element in particular emphasizes that people can acquire new information and behaviors by watching and imitating other people (Cherry, 2019; Crossman, 2019).

[3] Social Learning Theory – Vicarious learning

[4] Social Learning Theory – Self-efficacy

[5] Cognitive Information Processing Theories

[6] Constructivist Theory – Learning is a result of constructing knowledge and creating meaning out of real life experiences.  It is an active rather than passive process and to be effective, it should be whole, authentic, and “real”.

[7] Constructivist Theory –  Scaffolding in ZPD provided by MKO

[8] Note that teaching is not giving knowledge or skills to students; teaching is the process of providing guided opportunities for students to learn through engagement in experiences.”

[9] Behavioral training

[10] Social Learning Theory – people learn through watching and imitating others’ behaviors or actions

[11] Cognitive Information Processing Theory – Cognitive Load Theory

[12] Constructivism – scaffolding in ZPD provided by MKO; learning process involves engagement, exploration, explanation, extension, and evaluation; people learn as they integrate newly acquired knowledge with prior knowledge (assimilation and accommodation)

Second Helpings of Learning

When I learned that the FIC for EDS 103 is Dr. Marilou Juachon-Panlilio, I braced myself for reading and writing activities.  She had been my FIC for EDS 113, one of the two courses I took at the same time during my first semester in UPOU.  It was nerve-racking!  Week after week I had to ensure that I finish all reading materials and post discussions in the forum, not to mention respond to my peers’ posts.  It was also the first time that I had to collaborate with people I have never met physically.  The assignments required to pass the course are group work and we only have technology to aid us in completing the tasks.  No physical meet-up, just pure technology and maintaining our schedules synched.  It was difficult but I can say with certainty that it was one of the times I really felt good about what I have accomplished.

 The succeeding semesters, I only took one course, largely due to my experience with Dr. Lou.  I felt that I can focus more on studying and learning if I took one course at a time.  Now on my second-to-the-last term, our paths meet again.  I sensed an urgency, a mild panicky sensation, sort of.  I knew it wasn’t going to be easy, but this time, I was more prepared.  I also had a different view from when I was new to UPOU.  Instead of describing the course as ‘too difficult because there were so many things to read and discuss’, I saw this second one as ‘challenging but full of opportunities to learn and interact with people outside of my circle’.  I have found reading posts and forums to be truly eye-opening and it provided me with a different insight.

‘Teachers must draw out and work with the preexisting understandings that their students bring with them’ (How People Learn).  This is the best realization I had during this semester.  To understand a learner is to know where and how an educator will start.  The theories I have learned will surely help me in my quest for change in the system.  But more than that, this course stoked the fire in me, and made me want to shine brighter and effect the change I truly desire.

Thank you for a challenging and enjoyable semester, Dr. Lou and classmates.  This is extra special to me because more than ever, distance learning proved to be advantageous in light of the health crisis on CoVID-19.  Learning never stops, not even this pandemic can break it.  Again, many thanks to everyone and cheers to learning!

 

 

 

 

 

 

 

 

 

Learning and Living

I have always been trained to memorize – from grade school’s multiplication table, high school’s periodic table of elements to college’s Anatomy.  But there has always been a refuge for me, a subject where I can breathe and just be myself – English and Literature.  For me, because I enjoy reading and communication, this subject came very easy.  I read stories and retell them – that’s how I see discussions and recitations in Literature.  I converse, I write and I debate – that’s how I regarded my Language subject. 

Now that I am teaching, I have tried to put this into play.  My goal is for my learners to enjoy the subject as much as I had and still am, and not be pressured into memorizing (and later on forgetting) the lessons.  As I always tell my students, no matter how good you are, if not for communication, you will not be able to share what you know.  I put more importance on application, skill-development and progression.  It takes time, more effort and patience, yes.  However, as an educator, I want to make a difference and not be lost in memory as a teacher who taught English.  I want to be part of my learners’ growth, their success, and their achievements.  Even if this takes more time than the usual ‘discussion’ of lessons, I willingly do it, because apart from wanting to make a difference, I also enjoy being a part of the process.  I think teaching is not only about sharing but also about taking part in the journey. 

Are we thinking ahead?

     I asked my students what their plans for next month was, before all CoVID-19 had all of us quarantined, unable to physically be with people outside of our own homes.  I was taken aback by the response – or lack thereof.  No plausible plans, no goals set; it’s as if they were just collectively waiting for where the current will take them.  Which current that is, I am unaware.

Because of the pandemic we face, the lack of goals has been more glaring – I see students jumping on the bandwagon, each posting TikTok videos one after the other, leaving me utterly speechless at the time being spent online and wondering what will come out of those posted videos.  Oh well, maybe I am getting too old and boring.

When I was in high school, I have always worked my way up by being two steps ahead.  When I am asked what I wanted to do next week, next month, heck, even next year, I know what I wanted, where I see myself.  I know that there are times when plans don’t pan out as expected, but that doesn’t mean we stop planning.  Plans keep me grounded.  It keeps me on the road, determined to go where I want to go.  Along the way, I come to forks, when I must decide to either move on towards my plan or compromise or even yield.  If I decide to change my plans, I restructure my goals.  This keeps me going on, having a sense of purpose.  Not all things can be planned, but those that we can, we have to take charge of.

I share this with people around me, my family, my peers, and my students.  I value time and so it is important for me to know what and when I am expected to do or deliver things.  Moreover, I am able to accept that some things do not work out as planned.  Knowing such, it keeps me on my toes, thinking of what to do when something doesn’t add up or work out.  I share this to the people around me because I think that this is something that the generation today lack.  Planning, thinking ahead.  How do we expect to go somewhere if we don’t even realize where we are?  The fast-paced world we live in today will leave us unaware if we let the future generation remain clueless about thinking ahead.  Would we wait for such a time?

Macbeth for Constructivism

I am lucky to be part of an organization that allows teachers to design learning in a fun and interactive way.  As culmination of my English for Junior High School students (Grades 7 through 10), the students adapted Macbeth by William Shakespeare, interpreted it and made it their own.  The students were in charge from script-writing, proofreading to editing (of course with me and other teachers as MKO), casting, costume and props, stage directing, to sounds and lights.

My students have been equipped with knowledge on language and literature (we discussed Macbeth), thus, I decided to put this to the test by having them write the script for the play.  They were to rewrite and edit as appropriate which scenes they would like to use and highlight for their play, which would not exceed 60 minutes play time.

For voice and accent, the students underwent a sort-of training with me on proper pronunciation, enunciation and modulation.  Some students have a little background on portraying characters on stage for an English play, and so we just ‘added’ to their knowledge/skill.  Others, who are good in written exams and essays (in other words, have a good grasp of the English language), however find it difficult to speak the language, had to be trained for several sessions and I had to do “shadow-speaking’.

Our school director has a company that engages in BPO.  In order to emphasize the importance of language, proper communication and speaking, I arranged a short meet-up with some of the employees and my students.  There, the employees shared their real experiences over the phone on customer service calls, coaching and performance reviews with their managers.  Before the meet-up I requested the employees to highlight the importance of having a good command of the English language as this was the purpose of our activity.

As their English teacher, I provided support in every step of the preparation.  I allowed the students to explore their imagination and come up with a script, but every now and then, they check with me.  I have mentioned earlier that I did ‘shadow-speaking’ to be able to assist my students in achieving the correct pronunciation, enunciation, modulation and delivery of lines for the school play.  I read the lines with them, and then they repeat the lines as how I delivered them.  For the next stage, I just gave them pointers on how they should sound and let them decide on how they will deliver their lines.

It is hard work, for the teachers and the learners alike, but the experience gained by the activity is priceless and lasting.

In case you are interested to watch the play, here’s the link: https://www.youtube.com/watch?v=VhPWiqh2COk

 

Shakespeare’s intervention

Back in secondary school, believe it or not, I was a shy girl.  I studied in an exclusive school for girls and not many of my batch mates knew me at first, especially since I was a transferee from another school.  I finished 6^th grade in a school in Makati, and my family moved to Pasig shortly after, so I had to transfer to another school for high school. 

Because I was shy, I always stay away from group work and choose to complete homework, projects, reports and what-nots on my own.  Of course I consult with my teachers, but that’s it.  I did this until I was in the middle of my 2^nd year.  Then, came the opportunity to work with others.  My teacher in Literature, Ms. Victoria Ramones (I still remember her name because she was one of the reasons why I am dedicated to what I do today), asked us to adapt Shakespeare’s Romeo and Juliet.  She tasked me to write the script and direct the play.  Two months to do everything, including practice, props, costume and others.  I had no choice but to start getting to know my classmates and working with them.  It was then that I realized the potential of learning something new and different from peers.  Sure I learned a lot from my teachers, but the perspective of a peer is much different.  Since then, I have learned to and consciously find ways to work with others and share my knowledge, at the same time learning from peers.  Oh, and I almost forgot!  The play was a success!  We were exempted from our 3^rd quarter exam – that’s how good it was. J

Having gone through this experience, I make it a point to incorporate group activities in my role now as a teacher.  My students have shared recently that they enjoy the time deliberating with their peers on the seatwork I assign.  This is one of the strategies I employ to ensure that everyone in class is able to participate and also give a chance from everyone to experience what it’s like to be a leader or facilitator in a peer group. 

Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)” (Vygotsky, 1978).  Moreover, using groups to facilitate learning enables me to use the principle of Zone of Proximal Development (ZPD) and MKO’s. 

I have been doing this since I started teaching but only realized now that the reason why it works is because it is actually backed by research, thanks to Vygotsky.

The human brain, anatomy and teaching

The brain is a complex and amazing structure.  It has always fascinated me, such that it drove me to study Science in college.  I enjoyed Human Anatomy class, and I thought I would be able to study further and become a doctor.  My plight is similar to most Filipinos, I think.  I had to work after I graduated college, which was for a total of five years.  I couldn’t stop working until I had my two siblings finish college and by that time, I was married and had settled into a job that I enjoyed doing. 

I never, in my wildest imagination, saw myself as a teacher.  But here I am, advocating change to one student or class at a time, doing what I can to uplift the quality of education in the organization that I belong in.  I use my knowledge of the anatomy of the brain, its functions, its strength and weaknesses, its capacity, and its capability in my role as a teacher.  I think now I can say that my Anatomy class has come full circle.  I may not be the doctor I always dreamt to be, but in my way, I am providing medication to the sickness that is affecting not only the students or schools, but more so our society – accepting that lack of knowledge is a norm.  Accommodating the thought that mediocrity is pleasing; accepting that media is more powerful than institutions of learning, and that people who teach the wrong values and who, for me, degrade the national language by using inappropriate and unpleasant expressions are the ones who should be idolized instead of the teachers who uplift the quality of education in our country. 

I love my country.  This is precisely the reason why I weep for the next generation.  What has education come to, and how do we move forward?

Technology, media and a better world

            I was a contestant last year in a pageant.  I have never dreamt of being in one, but it was my son who asked me to join, so I did.  I chalked it up to experience, and when my kids grow up, I can tell them to do things and seize every opportunity that come their way.

            One of the questions asked is about social media, and as a parent what was my stand on my kids using it?  It was a simple enough answer for me, and I answered it with fervor.  Social media has so many platforms that it is nearly impossible to stay uninformed these days.  However, the problem lies in the users – us.  How do we use this technology that’s supposed to propel the human race forward but at times seems to cause the destruction of all of us? Face to face interaction seems to be a problem in the world today, we have less time to build relationships, no time to acknowledge fear, rejection and failure – because social media has made everything seem so perfect.  There are filters, delete functions, and edits among others.  We do not give all our information willingly to a person we barely know, but we post it all on social media.

            I am teaching my children and my students to use technology to their advantage, to realize the potentials and identify the bad effects.  I share to them how I am able to study in the comfort of our home, while caring for my family; how I am able to market our jewelry business from North to South from the confines of the office here at home; and how I am able to set up meetings with my colleagues over the internet and not have to travel across miles and endure traffic.

            Technology and media have such a tremendous effect in our society today that it is a shame if we do not fully utilize its capacity to enable learners and spread education.  Let us do away please from teaching and airing things that should not be seen and modeled by children.  Let us instead teach the proper way to speak Filipino, and not the language being used today, that for me, is an insult to our Mother Tongue.  Let us spread the correct way of speaking, of acting, of responding to the things and events around us.  Let us use these powerful tools to move forward and create a country, and ultimately a world that shows respect and gives importance to the value of life.

Models and Mentors in My Life

My Models and Mentors
List the most important role models and mentors in your life. Then describe what their positive modeling and mentoring have meant to your development.

Role Models and Mentors	Their Contributions
Ms. Carmen Guibac	I was a shy kid when I was in Grade 1.  I loved to dance, but that’s it.  I know I do well in academics but I still do not engage in many activities.  She gave me the opportunity to showcase my skill in dancing and as such, helped me realize that I can do things if I remain focused.
Ms. Nenita Cortinas	She was my Biology teacher.  She awakened in me the passion I have for living things and understanding how they came to be.  She is the reason why I love Science.
Joey Barretto	He was my team leader back in Convergys. He taught me that even if not a lot of people think I can do it, if I believe in my capabilities, I will be successful.  I applied for a Sales Coach post when he advised me to, and I nabbed the post! J
Ann Alegre	She is my age, my best friend since grade school and I look up to her and confer with her on business matters.  She is a very successful businessman, alongside with her husband, building a construction business from scratch. She was the one who inspired me to continue to dream, to study, despite having a family, because it is healthy to look after myself, and so here I am now, chasing what I wanted to do.
Lei Dino	She is the school director of Smart Starters Montessori in SJDM, Bulacan.  She opened opportunities for me and believed I could excel in the teaching profession. I am amazed at how much she knew I would love to be part of the students’ learning journey.

 

The type of role model I want to be for others (other learners).
Describe which characteristics and behaviors you believe are the most important for you to model for your students.

1.       Positivity – the choice to look at what good can come out of every situation I find myself in.  I always ask what can I learn or take away from this experience.

2.       Mindfulness – the ability to feel what others around me feel, think and need

3.       Eagerness to Learn – I am 40, a wife, mom of two, an entrepreneur, a breastfeeding advocate, a baker, a reader and so much more.  I think that learning doesn’t stop and there are always new things to explore.

4.       Willingness to share – I think what pushed me to pursue education is my hope that the Philippines’’ education system will be the answer to poverty and ignorance.  I want to share my skills and my knowledge and hope that gain from my peers as well.

5.       Gift of being a coach – I have always prided myself for being able to talk to people, give advice, direction and insight.  I think this is an important skill to be able to talk one’s self, if there is a need to find inspiration, to influence people and to provide motivation.

How I will incorporate models and mentors in my profession (as an educator)
Describe a systematic plan for bringing models and mentors into your students’ lives in one or more domain(s) you plan to teach, such as math, English, science, music, and so on.

I currently teach English and I have actually considered doing this activity and discussed it with the school director.

My plan for AY 2020-2021 for Junior High School English:

1. Invite one of my colleagues from the Hiring Department of JP Morgan Chase to discuss about interview questions, strategies and common pitfalls and how to not do them. Also, stress the importance of being comfortable and fluent in speaking the English language.
2. Stage a mock call/scenario between customer/client and agent or service adviser and have the students assessed based on criteria used in an actual office setting. Reach out to the call center/BPO counterpart of the school for this activity.
3. A high school classmate of mine taught Performing Arts in Jakarta for a time and is now teaching in PNU. I would like to invite her to a play we would be setting up for the year, give input, pointers and tips.  Invite her again to be part of the audience on the play date and serve as a critic as well.

Who will be my education mentor? What would my ideal education mentor be like?
Do you have someone in mind who might serve as an education mentor when you become a teacher? If so, describe the person.

At this point, I would really love to say I want you, Dr. Malou, to be my education mentor.  I have been previously part of your class in EDS113 and I have learned so much from that class.  I gained friends, who until now, I message and message me back when we need help in any of the subjects we need help with, or practically anything that we need support with.  For me, you are the epitome of teaching, providing guidance and leading towards gaining knowledge, not one to spoon feed information, but very giving in terms of insight.  I like the way you drive us, the learners to discover things on our own and draw from our knowledge through experience and relate to what we have gone through.

What would your ideal education mentor be like?

My ideal education mentor would be someone who can provide the moral boost I would definitely need from time to time, given the pressures from the other facets of my life.  Someone who will know how to influence and guide me towards the goal, only to find that the goal keeps on moving forward and that education doesn’t stop unless one wants it to.  I wish for my mentor to be in the same pace that I am, sometimes fast, when I have the energy and time to be; at times slow and steady when I need to recharge and reflect on the things I have accomplished and need to achieve.