Sunday, April 6, 2014

Graduation Reflection 2014

     Hellow, hellow, hellow! Long time no posts! Any updates about me? Of course, I have not yet finished my thesis! hehehe... Anyway, graduation comes once a year and, I can't help but to share my thoughts about another year finished.
   This year, the group of students I had is quite different compared last year. Most of the time, I tend to believe that every school year is like a new season of a reality show. New contestants, new stories, new dramas. This is also one of the things I like about teaching - spontaneity. It is like every single day in the classroom is a new episode in a reality show. Going back to my students, this bunch is less mature both physically and mentally. I find most of them cute because they don't look and act like sixth graders, rather more of 3rd or 4th graders. This I find quite challenging, because they are a bit difficult to control.
    This year, I realized that teachers should not be personally angry to students. They may be naughty or talkative sometimes or even most of the times but as students and as kids, it is part of their nature. It is natural for students to be noisy at times, to play while your are not around, etc. Don't be angry and treat this as a big deal. We are teaching kids, not robots. We must not expect total silence from our students. They are kids. They are humans, so they talk. Never learn to dislike or hate them because of their misbehavior. I said this because some teachers start to dislike teaching because they dislike their students. And they are just dragged to teach because of the salary. It is a hypocrisy if I say that never did I get angry with my students. But always, if this is unavoidable, I explain why I got angry. If a teacher gets angry and students are confused why, they will never get the point or the lesson you want to inculcate to them.Of course, everything that is in excess is wrong, so we need to teach students to control their "naughtiness". But as teachers, we need to forgive the students. We must love them as they are. Teachers are not perfect, but so as our students. Sometimes we tend to see our students imperfections but neglect to see ours. Hate the sin, but not the sinner.
    Second, as teachers, we have an inclination to be fond of students who are smart, well-behaved, pretty/handsome, etc. But this year, I realized that we should also have a sincere attention to those students who are the opposite. I would not say the words but you know what I mean. I have to be honest but sometimes, I tend to play favorites. But never did I make this obvious but I do have favorite students...hehehe....However, I always adhere to the idea that as teachers, we are teachers to all kinds of students, smart or not, pretty or ugly, whatsoever. (This is also one of the reasons why I took up Special Education as may master's because of this philosophy.) And I said sincere because we should not give them the attention because we have to, but  because we care and love them as our students.
     Lastly, since I am teaching in sixth grade, I find it a bit hard knowing the fact that you are the last teacher that the students will have before ending their elementary years. I don't know why but the idea of them leaving and going on with their lives bit saddened me. I know that it is impossible to let them stay for the rest of their lives. But I am just hoping that at some point, I was once significant to them and has inspired them for the good. I may sound sentimental again but perhaps because I consider every student a part of my heart, and not just my memory. Every mingle and interaction with them is sincere and not just because it is "work" or "I am getting paid" mentality. In contrast, I am also happy and excited for what will they become in the future. I think the these thoughts and feeling overpower my sadness of them leaving. I am thrilled to see them grow and become who they want to be in the future. And I would be very ecstatic to see them successful or have grown even better.
   Here are my harvest this school year...League of Legends-inspired (because they are as naughty as minions and as impulsive as the heroes)....try to find me...hehehe....

Tuesday, January 21, 2014

Lesson Plan in Math 6 (Integrated with Values/Yolanda-Themed)


I. Objectives
A. Multiply fractions with whole numbers
B. Solve word problems involving multiplication of fractions and whole numbers
C. Extend help to those in need

II. Subject Matter
A. Multiplication of fractions with whole numbers
B. BEC PELC II.I.3 – 3.1 ; Enjoying Mathematics Workbook p. 88; Soaring 21st Century Mathematics pp 85-88
C. pictures, chart, chalkboard, flashcard
D. Helpfulness/Charity

III. Procedure
A. Preparatory Activities
1. Review (Mini-Game)
Give the products of the following:
a. 1/2 x 1/3   b. 3/4 x 1/5   c. 6/8 x 2/3   d. 3/4 x 1/6   e. 5/6 x 1/3

2. Motivation
Ask: Have you watch the news about typhoon Yolanda that hit our country just a week ago? How do you feel upon seeing the areas and people affected?
Show pictures of the aftermath of typhoon Yolanda.
Present images of people helping in relief operations.
Ask: What can we do to help the typhoon victims?

B. Developmental Activities
1. Presentation
Present the following problem:
 15 pupils of Grade VI- Aquino plans to donate relief goods to help those who were affected by typhoon Yolanda. 2/5 of these pupils will donate noodles while the rest will give canned goods. How many pupils will donate noodles? How many will give canned goods?
Discuss the problem using guide questions (STAR Strategy)
Search the Problem:
What is asked in the problem? What are the given facts? What operations should be used?
Translate the Problem:
What is the mathematical sentence/equation?
Answer the Problem:
What is the answer/solution to the problem?
Review the Solution:
Does the answer make sense? Does it answer the problem?
Explain the solution using block model and/or algorithm.

Discuss another problem.
 36 sacks of rice will be delivered to the affected towns. 1/6 of these will be delivered to Ajuy. How many sacks of rice will be delivered to Ajuy?

Give pupils the freedom to choose block model or traditional algorithm in solving the problem.

2. Exercises (Peer Tutoring)
Give the product of the following:
a. 1/2 x 24    b. 3/5 x 18     c. 1/3 x 15     d. 3/4 x 12     e. 2/6 x 30

3. Generalization
How do we multiply fractions with a whole number?

C. Application (Group Activity)
Each group must have each member solve a problem:
a. There are 45 volunteers in relief operations. If 7/9 of them are boys, how many volunteers are boys?
b. Shelly has an allowance of P50. She gave 2/5 of it as her contribution to typhoon victims. How much was Shelly’s contribution?
c. Youth for Christ donated 28 boxes of used clothing. 3/7 of these are men’s clothes while the rest are women’s clothes. How many boxes are women’s clothes?
d. Paula had 15 kilos of rice. 1/3 of it were packed in red plastic bags. How many kilos were packed in red plastic bags?
e. A school has 32 teachers. 3/4 of them donated in cash while the remaining teachers donated  in kind. How many teachers donated in cash? In kind?

IV. Evaluation
Solve independently.
1. 1/3  x 27
2. 2/8 x 16
3. 1/12 x 48
4. Anjo donated 50 cans of sardines and tuna. If 4/10 of these are cans of tuna, how many cans of tuna did Anjo donate?
5. 1/4 of the volunteers are women. If there are a total of 20 volunteers, how many women volunteers are there? Men volunteers?

V. Assignment
 a. Solve the following problem:
    Ryan had P540. He donated 1/3 of his money to the typhoon victims and saved the rest. How much money did he save?

b. Bring relief goods (e.g. noodles, canned goods, rice, etc) to be donated to the typhoon victims.

Prepared by:

Teacher I
A. Bonifacio Elementary School

Saturday, September 7, 2013

LET (Licensure Examinations for Teachers) Tips: Review/Study Strategies

...Hello there..long time no post aye?...I still am doing my thesis which will be the most groundbreaking and most controversial thesis in the history of education....hahaa...It has been two years since I started conceptualizing and doing this thesis of mine and thankfully I am about at 75% of it. Some of you may wonder why it has taken me almost two years to do my thesis and I already have explained it on my previous post. Anyway, sloth has visited me again so I wanted to have a hiatus for a night from doing my usual tasks. So aside form watching TV and Facebook-ing, I decided to update this blog since LET again is just around the corner.
     According to my blog stats, my post on LET Tips has received a lot of comments and page views. I then thought that why not make another post about this but this time, on my own personal experiences on reviewing and studying my LET notes. Again, you may or may not apply my tips. If you find these useful to you, apply it. If not, then create your own strategy that best fits your personality and thinking style..

1. Have the TOS (Table of Specifications) for LET. Take note that EED and SED and their corresponding majors have different TOS. You may ask your dean or the PRC for a copy or you may check online for available e-versions. Why is the TOS important? Of course, TOS will give you the parameters on the things you need to study and review. This would also give you the information on which topics you need to be focusing on. You don't want to waste your time and energy on topics that would even not be in the exam.

2. Prepare your long-term time frame/schedule. This still depends on you. On my personal experience, I prepared which topics I would be studying each week and how many days would I dedicate studying these topics. Again, refer to the TOS. Don't focus a whole week on just Gen Ed only or Prof Ed or Major. In a week for example, you have to have an allocated topics for both the Gen Ed and Prof Ed including the Major Subjects.

3. Prepare your daily schedule. I know some of those who take the LET review full-time while others review in-betweens because they are employed. I myself managed my schedule during my preparation for LET since I was a full time tutor from 1:00 PM to 9:00 PM. This however is not an excuse for you not to study and review. Again, allocate which three parts of LET will you be studying in a certain time. For instance, if you dedicate 6 hours of your day studying (e.g. 6:00 PM to 12:00 MN), then always  make sure that you reach the quota of 6 hours a day. You may have 2 hours for Gen.Ed, 2 hours for Prof Ed and 2 hours for the Major. Now, if you think you're too tired not to review in a certain time, make sure to make up the hours that you failed to study. If you're too sleepy at 11:00-12:00 MN, make up that 1 hour lost by allocating extra hour the day after perhaps early in the morning or extending your study time from 6 to 7 hours.

4.  Speaking of time, choose which time your brain is the most optimum. If you're sleepy, go to sleep. If you still need to study, coffee is not deadly so drink. It would be futile to force yourself studying with your eyes drooping of drowsiness because nothing will be retained or stored in you brain. I am a nocturnal person but I personally think your brain is fresh at morning. This still depends on you. You can either spend the whole night studying then wake up late in the morning. Or sleep early then wake up early, I mean very early ( 4:00 AM). In my case, 2 weeks before the LET, my schedule was 9-12 MN then 4-7 AM. Then sleep again heheh...I said that I am a nocturnal animal and I don't know why but I love the thought that I am the only person awake while others are asleep...hehehe

5. You can have something to munch on while you study. Chips, chichacorn, whatever you like. Mine was peanuts, but it made my face oily so it gave me a pimple or two. But what is a single pimple if compared to become a professional teacher right? and perhaps to even  top the LET...hehe...Kidding aside, I suppose that something to munch on would make your brain more active. When I join quiz bees during student days, I chew bubblegum or a candy because according to my teacher, it activates the brain. I think this is effective because not only I won on some of the quiz bees but because I passed the LET. hehe...

6. When you study, you can jot down notes. Some students have handouts then use markers or highlights to note an important information. But personally, I think writing down would make a certain information more memorable. Some may find this tedious. But I am not saying to copy verbatim from a handout or a book the ideas you want to remember. The best way is for you to write the idea in your own words, the way you understood the concept in order to retain it in your long-term memory. I did this actually in the Prof Ed books like Facilitating Learning, Prinicples of Teaching 1 and 2, etc. If you want this to be even more effective, you can talk to yourself while you are writing it, as if your teaching yourself. During the LET, I remembered some of the answers to the questions because I pictured out my notebook, my handwriting and even to what page the answer could be found. It's like opening your notes inside your brain. You can only do this if you have written yourself the notes and not just highlighted them.

7. No man is an island, so review with your coLET-takers. Aside from it is absolutely fun, you can actually exchange ideas. You can debate for a certain LET sample question or discuss to each other principles that are difficult for you. Sometimes, the explanation of your classmate is more comprehensible compared to the explanation of the book or of your professor/lecturer.

8. This tip is a little bit not advisable but I will advise it...hehehe...Learn to sacrifice some of the topics you think would be mentally consuming for you. Don't exert too much of your energy memorizing a certain topic at the expense of not mastering other more important topics. In my case for example, I realized that there are a lot of legal foundations of education, RA 7722, RA blah blah blah....and I find this impractical to memorize all of these than to master more important topics like educational theories and philosophies. What I did was to just memorize the most important RAs like the Magna Carta, the Code of Ethics, RBEC and others. I did not memorize anymore about other RAs. It was a risk but during the LET, there was only one question on RAs but a plenty on educational theories and principles. My risk was right. hehehe...Try at your own risk...hehe

These are just some of the tips I remembered on how will you maximize you brain while studying or reviewing for the LET. During my time I was bit not afraid to take the LET. I was rather excited. But the feeling of not being scared made me scared. I thought that I was being complacent that is why I became religious in studying. To be honest, these tips were just implemented by myself about 3-2 weeks before the LET. So if you're a LET taker and you're reading this post now, don't worry, you still have time...hehehe...

P.S. A lot of readers were asking about review centers so I would give my opinions regarding this if given the time.

(image source: