During the enrolment period of the second semester, I had a difficult time choosing which subjects to enroll. I had to choose four subjects only which is equivalent to 12 units. This is the maximum number of units we are allowed to enroll in one semester. Since the number is limited, I had to be very careful in choosing the subjects which would really be helpful to me.
One thing that helped me to decide which subject to enroll is the schedule. I chose those subjects which are modular and that will not take all Saturdays of the whole semester.
Then I enrolled this subject. Luckily for us, our teacher is kind. I believe that having a kind teacher helps the student love the subject more. It also made me think that I did not make a mistake in enrolling this subject.
The next meetings that followed were grueling Saturdays. Waking up early on a Saturday to be on time in school is much of an effort. To add to that, is the idea of sitting the whole day in class that made the feeling worse.
But all of these are worth it because of the learning I got from the subject. During the reports, there were much insights shared. My classmates unselfishly shared their own classroom experiences which helped me and my other classmates. The others who have not had any teaching experience yet got some tips on how to do it during their first day. For experienced teachers like me, I got to see how it is in the other classrooms. Each teacher has his or her own unique situation in class. No matter how prepared we are, we still get surprises.
I can say that I learned more from the sharing of experiences and insights. Though the reports were good, it was during the sharing that I fully understood what the reports were all about. Most of it affirmed what I already do in my class.
One of the best things I’ve learned is that each student is unique. As such, a teacher must respect the individuality of the student. Each student learns in different ways. Each has his or her learning style. Therefore, the instruction of the lesson must be tailored to the individual needs of the student.
One way to do this is through Sheltered Content Instruction. This is an instruction that would make difficult lessons comprehensible to students especially those non-English speakers, while touching on the content area subjects. This is also a kind of instruction that would encourage students to participate. Teachers talk less and students speak more. In Sheltered content Instruction, errors and mistakes are positively accepted. Students are given the chance to express themselves without having to worry that they make mistakes. Mistakes are welcomed and corrections are given indirectly. This way, students are free to express their answers in any way they can. When the teacher finds a mistake, he or she doesn’t give direct correction of the mistake made, rather the teacher restates the answer with the correct expression. Students learn through constant practice.
Another helpful strategy for me is based on the Theory of Multiple Intelligences. Based on the activities we did in class, I saw that this is a helpful tool that would show respect to the uniqueness of the child. I learned that a student’s intelligence is not only measured by how well she or he verbally communicates and how well she or he performs in Mathematics. A child may excel in areas where is learns best.
Learning all these things helped me in my profession right now. It helped me prepare activities that are respectful to the needs of each student. The activities catered to the different intelligences of my students. This way, they are able to learn and excel through their own learning style.
I am happy to have chosen this subject. It definitely made my Saturdays worthwhile.
Thank you, Ms. Edrolin...
Having met Ms. Rowena Edrolin is one of the greatest gifts I received in 2009. Ms. Edrolin is an inspiration to us teachers. For someone like me who is aspiring to work abroad, hearing about her experiences in the U.S. really helped me in preparing myself to become a teacher abroad. She did not only open my eyes about real classroom situations, but she also shared about new trends in teaching.
I believe that the idea of being a “Global Teacher” is something that we really need right now. This is not only applicable in the U.S., but more so in the Philippines. As we all see right now, traditional practices still invade the Philippine educational system. To give credit to the traditional practices though, these are the ways in which the adults of today learned in the past. There was nothing wrong with it. In fact, these practices produced the professionals and highly-skilled workers that we have today.
But times have changed. We cannot dwell in the past. With the onset of technology, teachers now have their greatest competitors. And if teachers don’t make any move to change learning instruction to cater the present needs of the students, then students will lose interest in school. Teachers must find ways to make school interesting, or else our educational system will fail. There is definitely a need for paradigm shift in our educational system.
Nowadays, there have been innovations in the instruction that have proven to be effective in our schools. The topics which have been discussed by Ms. Edrolin on Multiple Intelligences, Cooperative Learning, and Student-Centered Learning are just some of the many modern techniques that can cater to the needs of the children of today.
One thing I learned from Ms. Edrolin that I will always bring inside my classroom is about dealing with my students through S.H.A.P.E. (Spirit, Heart, Attitude, Personality, and Environment). I agree with what Ms. Edrolin said that S.H.A.P.E are the factors that affect the learning of a child. As teachers, we have to understand that all children come from different backgrounds. Understanding their background is respecting their individualities.
The first important thing to do before starting a class is to pray. Praying does not only mean asking guidance from the Lord to become an effective teacher. It also means praying for the student. We pray that the Lord will bless them with a good spirit. The other aspect of the child to be considered is the heart. We have to see how the child feels. What’s inside his or her heart is also what will become of him or her. Personality is another thing. Teachers must not force an activity to child who is not capable in doing such activity. An extremely shy child will find it hard to recite in public. Forcing the child is just like traumatizing him or her. The attitude is also one factor that affects how the child learns. A child who has positive attitude towards learning will definitely learn. But a child who is defiant to learn will also never learn. The environment where the child is coming from also affects how the child learns. If the child has supportive environment, then the child is encouraged to learn. Limited or not having support from the environment discourages the child to go to school.
Listening to Ms. Edrolin really helped me understand my role as a teacher. I am not just someone in class who discusses the lessons and gives activities to the students. I am not just someone who tells the students what to do and how to behave. Most definitely, I am not there in class to teach. I am there to help my students learn how to learn. I am there to help my students achieve what they can possibly achieve.
I believe that the idea of being a “Global Teacher” is something that we really need right now. This is not only applicable in the U.S., but more so in the Philippines. As we all see right now, traditional practices still invade the Philippine educational system. To give credit to the traditional practices though, these are the ways in which the adults of today learned in the past. There was nothing wrong with it. In fact, these practices produced the professionals and highly-skilled workers that we have today.
But times have changed. We cannot dwell in the past. With the onset of technology, teachers now have their greatest competitors. And if teachers don’t make any move to change learning instruction to cater the present needs of the students, then students will lose interest in school. Teachers must find ways to make school interesting, or else our educational system will fail. There is definitely a need for paradigm shift in our educational system.
Nowadays, there have been innovations in the instruction that have proven to be effective in our schools. The topics which have been discussed by Ms. Edrolin on Multiple Intelligences, Cooperative Learning, and Student-Centered Learning are just some of the many modern techniques that can cater to the needs of the children of today.
One thing I learned from Ms. Edrolin that I will always bring inside my classroom is about dealing with my students through S.H.A.P.E. (Spirit, Heart, Attitude, Personality, and Environment). I agree with what Ms. Edrolin said that S.H.A.P.E are the factors that affect the learning of a child. As teachers, we have to understand that all children come from different backgrounds. Understanding their background is respecting their individualities.
The first important thing to do before starting a class is to pray. Praying does not only mean asking guidance from the Lord to become an effective teacher. It also means praying for the student. We pray that the Lord will bless them with a good spirit. The other aspect of the child to be considered is the heart. We have to see how the child feels. What’s inside his or her heart is also what will become of him or her. Personality is another thing. Teachers must not force an activity to child who is not capable in doing such activity. An extremely shy child will find it hard to recite in public. Forcing the child is just like traumatizing him or her. The attitude is also one factor that affects how the child learns. A child who has positive attitude towards learning will definitely learn. But a child who is defiant to learn will also never learn. The environment where the child is coming from also affects how the child learns. If the child has supportive environment, then the child is encouraged to learn. Limited or not having support from the environment discourages the child to go to school.
Listening to Ms. Edrolin really helped me understand my role as a teacher. I am not just someone in class who discusses the lessons and gives activities to the students. I am not just someone who tells the students what to do and how to behave. Most definitely, I am not there in class to teach. I am there to help my students learn how to learn. I am there to help my students achieve what they can possibly achieve.
Bilingual Policy in the Philippines.....What is it really
Definition:
“Bilingual Education Policy (BEP) in the Philippines is defined operationally as the separate use of Filipino and English as the media of instruction in specific subject areas.” As embodied in the DECS Order, Filipino shall be used as medium of instruction in social studies/social sciences, music, arts, physical education, home economics, practical arts and character education. English, on the other hand is allocated to science, mathematics, and technology subjects.
From the above description, it is quite evident that there is confusion for some educators who defined BEP as the actual use of both languages (English and Filipino) inside the classroom. As stated above, BEP clearly states the scope and limitations of English and Filipino use.
The policy on bilingual Education aims at the achievement of competence in both Filipino and English at the national level, through the teaching of both languages and their use as media of instruction at all levels. Some of its goals are the propagation of Filipino as a language of literacy and the development of Filipino as a linguistic symbol of national unity and identity.
As a citizen of the Filipino nation, I personally support the Bilingual Education Policy of the Philippines. I believe that Filipinos must be competent with our own language before we become competent with another. Using the Filipino language in the instruction of some subject areas such as social studies will be helpful to achieve this competency. As a teacher, it must be our aspiration to have citizens possess skills in Filipino to enable them to perform their functions and duties in order to meet the needs of the country in the community of nations. Learning and using our language will result to greater understanding and appreciation of projects and activities throughout the country, thereby serving as an instrument of unity and peace for national progress.
On the other hand, I also believed that using English as a medium of instruction in subjects such as math, science and technology is just as important. We cannot deny the fact that English has remained resolutely a popular language and practically the most important language in the world. English is the main reason why our children are excelling in world affairs. Without our student’s mastery of the English language, they will definitely lag behind, and their global competitiveness in terms of knowledge and skills will suffer. Besides, instructional and reference materials in science, math, information and communication technology and other technical subjects are in English. If we do not practice English, we will lose our opportunities in the international scene, including employment.
There are some policy makers who are against the Bilingual Education Policy. They blamed the policy for the current decline of English proficiency in the country. Under the policy, English is used only in three subjects—Math, Science and English, while the rest of the subjects are taught in Filipino. Those who oppose the policy claimed that English “suffered a setback” among students from the primary to tertiary levels because the bilingual policy limited their exposure to the English language.
I have been an English teacher in grade school for twelve years now. I love the subject and more importantly, I love teaching the subject. I feel happy when my students are able to communicate orally, write, read, and understand the English language. I have high expectations for them that through their continued use and practice of the language, they will be able to succeed in their own chosen careers and professions, and acquire the global edge that everyone is aspiring to have today.
But even with this dream for my students, I still believe that learning our own Filipino language is just as important. Learning our own language must come first before learning another one. For me, being competent in these two important languages is the greatest achievement a Filipino could have.
“Bilingual Education Policy (BEP) in the Philippines is defined operationally as the separate use of Filipino and English as the media of instruction in specific subject areas.” As embodied in the DECS Order, Filipino shall be used as medium of instruction in social studies/social sciences, music, arts, physical education, home economics, practical arts and character education. English, on the other hand is allocated to science, mathematics, and technology subjects.
From the above description, it is quite evident that there is confusion for some educators who defined BEP as the actual use of both languages (English and Filipino) inside the classroom. As stated above, BEP clearly states the scope and limitations of English and Filipino use.
The policy on bilingual Education aims at the achievement of competence in both Filipino and English at the national level, through the teaching of both languages and their use as media of instruction at all levels. Some of its goals are the propagation of Filipino as a language of literacy and the development of Filipino as a linguistic symbol of national unity and identity.
As a citizen of the Filipino nation, I personally support the Bilingual Education Policy of the Philippines. I believe that Filipinos must be competent with our own language before we become competent with another. Using the Filipino language in the instruction of some subject areas such as social studies will be helpful to achieve this competency. As a teacher, it must be our aspiration to have citizens possess skills in Filipino to enable them to perform their functions and duties in order to meet the needs of the country in the community of nations. Learning and using our language will result to greater understanding and appreciation of projects and activities throughout the country, thereby serving as an instrument of unity and peace for national progress.
On the other hand, I also believed that using English as a medium of instruction in subjects such as math, science and technology is just as important. We cannot deny the fact that English has remained resolutely a popular language and practically the most important language in the world. English is the main reason why our children are excelling in world affairs. Without our student’s mastery of the English language, they will definitely lag behind, and their global competitiveness in terms of knowledge and skills will suffer. Besides, instructional and reference materials in science, math, information and communication technology and other technical subjects are in English. If we do not practice English, we will lose our opportunities in the international scene, including employment.
There are some policy makers who are against the Bilingual Education Policy. They blamed the policy for the current decline of English proficiency in the country. Under the policy, English is used only in three subjects—Math, Science and English, while the rest of the subjects are taught in Filipino. Those who oppose the policy claimed that English “suffered a setback” among students from the primary to tertiary levels because the bilingual policy limited their exposure to the English language.
I have been an English teacher in grade school for twelve years now. I love the subject and more importantly, I love teaching the subject. I feel happy when my students are able to communicate orally, write, read, and understand the English language. I have high expectations for them that through their continued use and practice of the language, they will be able to succeed in their own chosen careers and professions, and acquire the global edge that everyone is aspiring to have today.
But even with this dream for my students, I still believe that learning our own Filipino language is just as important. Learning our own language must come first before learning another one. For me, being competent in these two important languages is the greatest achievement a Filipino could have.
Learning from my teachers and classmates…
We may have encountered having one or more students in our class who did not grow up speaking English. They may be raised in another country, or perhaps even in the Philippines, but where native language was primarily spoken at home. Our initial reaction may be, "What do I do?" We may be wondering how to handle the tasks of helping these students learn basic English language skills while completing our already packed list of objectives for the class as a whole.
Learning about Sheltered Content Instruction helps us teachers work with non-English speaking students to improve their English while at the same time including them in content-area instruction in Mathematics, Science, Social Studies, and the other subjects.
As a teacher for almost twelve years, I can say that this concept may have existed already in my classroom. But I just didn’t have the “term” for it. When I heard about it, I felt gratified because it affirmed what I do in my class. Not to boast, but I am happy and proud to say that I am in the right track.
I am just grateful that I continued with my Master’s degree in Special Education. Being in school is definitely not a waste of money—considering the high tuition fees, but more importantly, it is not a waste of my time. Though I have been doing the activities in the Sheltered Instruction approach in my classes, discussing it in our MA-210 class added more to my knowledge. From our discussions, I realized that there are still so many things to learn and to improve on.
First, I learned that I have to be a good actress to be an effective teacher. It means to say that I as a teacher needs to model and do what is expected of the students. If I expect my students to behave in a certain manner, then they must see me behaving in such manner. If I ask them to do an activity, I must first present to them the step by step process or procedure on how to go about the said activity.
Second, I have realized how important it is to be concrete in class. When I give examples in a certain lesson, I have to make sure that what I am talking about would be something that they can relate to. Concepts would be best learned when the examples given are concrete, rather than making our students imagine and picture out what we want to imply.
Third, being realistic with our students is also important. When we want to teach a certain concept, it is best to make our students experience it in real life situation. For example in Science, if our topic is about planting trees, then it is best to have the students do a real tree-planting activity, rather than just explaining each step inside the classroom. But let us not forget to show them the steps before asking them to do it on their own.
Fourth, the learning of students will also become more meaningful if we teachers can provide pictures of the concepts we want to teach our students. If a real object is not available at hand, a real photograph of the word may be used. This is one way to teach our non-English speakers vocabulary. Most of the time, they learn new words not by memorizing or reading the word on the page but by seeing the picture of the object, if not the real object.
Fifth, involving the students in their own learning is also one way to teach them. Sometimes, students learn from each other, not just from the teacher. They are more interested when their classmates are the ones explaining things. This is because they belong to the same level or use the same language. When there is involvement and participation, students are more motivated to learn.
In summary, the bulk of what I learned from my Master’s degree classes is to be considerate of the students’ different needs. Since not all students learn the same way, our instruction and strategies to teach them must be appropriate to their level and be matched to their individual needs. One strategy may not work well with a group of students but may be effective to another group. As teachers, we have to be creative to come up with many ways to deal with each student's individuality.
Learning about Sheltered Content Instruction helps us teachers work with non-English speaking students to improve their English while at the same time including them in content-area instruction in Mathematics, Science, Social Studies, and the other subjects.
As a teacher for almost twelve years, I can say that this concept may have existed already in my classroom. But I just didn’t have the “term” for it. When I heard about it, I felt gratified because it affirmed what I do in my class. Not to boast, but I am happy and proud to say that I am in the right track.
I am just grateful that I continued with my Master’s degree in Special Education. Being in school is definitely not a waste of money—considering the high tuition fees, but more importantly, it is not a waste of my time. Though I have been doing the activities in the Sheltered Instruction approach in my classes, discussing it in our MA-210 class added more to my knowledge. From our discussions, I realized that there are still so many things to learn and to improve on.
First, I learned that I have to be a good actress to be an effective teacher. It means to say that I as a teacher needs to model and do what is expected of the students. If I expect my students to behave in a certain manner, then they must see me behaving in such manner. If I ask them to do an activity, I must first present to them the step by step process or procedure on how to go about the said activity.
Second, I have realized how important it is to be concrete in class. When I give examples in a certain lesson, I have to make sure that what I am talking about would be something that they can relate to. Concepts would be best learned when the examples given are concrete, rather than making our students imagine and picture out what we want to imply.
Third, being realistic with our students is also important. When we want to teach a certain concept, it is best to make our students experience it in real life situation. For example in Science, if our topic is about planting trees, then it is best to have the students do a real tree-planting activity, rather than just explaining each step inside the classroom. But let us not forget to show them the steps before asking them to do it on their own.
Fourth, the learning of students will also become more meaningful if we teachers can provide pictures of the concepts we want to teach our students. If a real object is not available at hand, a real photograph of the word may be used. This is one way to teach our non-English speakers vocabulary. Most of the time, they learn new words not by memorizing or reading the word on the page but by seeing the picture of the object, if not the real object.
Fifth, involving the students in their own learning is also one way to teach them. Sometimes, students learn from each other, not just from the teacher. They are more interested when their classmates are the ones explaining things. This is because they belong to the same level or use the same language. When there is involvement and participation, students are more motivated to learn.
In summary, the bulk of what I learned from my Master’s degree classes is to be considerate of the students’ different needs. Since not all students learn the same way, our instruction and strategies to teach them must be appropriate to their level and be matched to their individual needs. One strategy may not work well with a group of students but may be effective to another group. As teachers, we have to be creative to come up with many ways to deal with each student's individuality.
Each day is a teacher....
Being in the teaching profession for almost 12 years now, I have had my share of accomplishments and frustrations. Meeting my students every day gives me daily challenges. No two students are alike, and so I have to learn to deal with different personalities in all of my four classes, with 30-35 students in each class. And every day, each personality brings surprises. As a teacher, I have to be ready to respond to the surprises. No matter how prepared I am, there were still days when I had been caught off guard. Indeed, I can never be “over-prepared”.
Now that I am back to school for my Master’s degree in Special Education, I feel grateful to my teachers and classmates. Learning about different approaches in teaching language is beneficial to my profession. Since I teach Reading and Language to grade school students, learning the new trends is helpful.
One of the things I learned is about First-Language Development. During the discussion, it was pointed out that first-language development significantly influences second-language development. Students who have had solid foundation in their native languages are more efficient at acquiring a new language. Native-language instruction enhances the cognitive development of students learning English and raises the status of second-language learning. Learning about this topic broadened my knowledge on how to teach language effectively to my students. In the school where I teach right now, I have two English Language Learners (ELLs) in one of my four classes. These two students come from Korea but have had formal schooling in their country.
Learning about the importance of first-language development helped me in dealing with my two foreign students. I realized how difficult it is for them to express themselves if their native language is restricted for use. Now, I modify the learning instruction that I give to my two foreign students so that they feel comfortable participating in class.
The topic also made me realized once again that what happens in the classroom is vitally important to how the students learn. My daily routines, lesson preparation, expectations of the students, teaching strategies and techniques, knowledge of the subject matter, understanding of home environment that affects the child, and classroom management all impact the child’s learning outcomes. The challenge for me right now as a teacher of students with diverse abilities is to create a classroom condition in which learners can learn by adjusting texts, tasks, and instructional settings to match the students’ needs.
One of my goals as a teacher is to be an effective language teacher. Effective language learning takes place if I organize my classrooms in such a way that opportunities for interaction with me and my students are made available. Interactive instruction is important because it allows students to use elaborate language around relevant topics, building English skills while at the same time developing the skills in the other subject areas.
My 12 years may have been long, but learning from it every day makes each day a special one.
Language Teaching for me.....
It is generally recognized that language is a “vehicle for the expression or exchanging of thoughts, concepts, knowledge, and information as well as the fixing and transmission of experience and knowledge.” (Bussman, 1996). And according to P.H. Mathews, language is “the phenomenon of vocal and written communication and it is, if not the only, the most important device for human communication, and conversely, “Communication is the most fundamental social function of language.” (Liu Ling, 1984)
Now that language is communication, it naturally follows that the goal of language teaching is to develop and equip the learners with the ability to use the language for communication, namely, communicative competence. Communicative competence would mean the ability to use the four language skills which are: listening, speaking, reading, and writing.
My long experience as a language teacher has been helpful in fulfilling this goal. Twelve years of teaching the same subject to students of Grade 5 and 6 levels have also been learning years for me. The longer I teach, the more I learn from my teaching.
But it did not come just easily. Since I teach English language, a foreign language to Filipino native speakers like us, the cultural gap has been my greatest challenge. Many people have attempted to find better ways to improve the teaching of foreign languages by studying the acquisition and use of mother tongue. I have researched a great deal of methods and strategies to teach language effectively.
I have learned that when we select learning activities, as teachers we must always remember that our goal is for the students to be able to use the language effectively, that is, interact freely with others. Our students must be able to understand what others wish to communicate in the broadest sense. They must be able to convey to others what they themselves wish to share, whether it may be a reaction to a communication or as an original idea. I know that I have been effective with my teaching when my students show competence of when to speak, when not, and as to what to talk about with whom, when, where, and in what manner. I believe that this is the ultimate goal of language teaching.
I am unique....
This is not the first time I wrote about how I consider myself to be unique. Yet, it still excites me to write about it. Maybe it’s because it is one thing that makes me significantly different from the others.
As young as seven years old, I have already come to realize and believe that I am unique. That was the time when I learned from my father the history of my name, Zabinnah. My name came from my paternal grandmother’s name Sabina. But because of my father’s great affinity for the letter “Z”, he changed the “S” to “Z” and added another “H” at the end of the name to make it unique. Thus, came my name “ZABINNAH”. Since that time, I have always been proud of my name.
But as I grew older, I realized that there is more to me than just my name. The uniqueness that I think is something deeper than what I perceived it to be. It means something more than just my name. It is not just the “ZABINNAH” that is unique, but my “being Zabinnah”. It is being who I am that makes me unique. It is about how I live my life that makes me different from other people. The relationships I keep and value make me a complete person. The people I love who love me in return give my life meaning and direction. The challenges I experience make my life colorful. Above everything, my uniqueness is about how I affect and influence others that no one else can. With all the challenges that I have gone through and still am going through, I have managed to become who I am today.
Subscribe to:
Posts (Atom)
