United Nations Celebration 2014

     I really love United Nations Celebration because it is an activity when pupils get to dress in various national costumes. I love the idea of the diversity of each nation and culture yet we are all united as one global family. Anyway, my class's country originally was Libya just for the reason that it was the easiest flag to make. However, after the fall of Khadafi (correct spelling???), Libya's flag changed. Honestly, I found Libya's costume to be quite difficult to prepare so I was planning to change my class flag. Being an otaku teacher, my inclination was really to have Japan as our class flag. Japan is pehaps on the top of my list as my most admired and most favorite country (thank you animes and NHK World..hehehe). However, one section already had Japan as their country. But because of luck, our principal prescribed a standard size to be used for the flags and the section who had Japan was short of size. The teacher of that section (who honestly is quite indolent..hehehe..peace) doesn't want to make a new flag so she has given up the country Japan. Of course I was very happy because I don't care if I have to make a new flag as long as it is Japan. Anyway, Japan's flag is just easy to make so I didn't find any problems preparing it. I just asked my brother to machine sew it for me.
     I was very excited since my plan is to actually ask my pupils to cosplay as their national costume. I was planning to ask my escort to dress like Naruto because he looked like Naruto for me...hehehe...My muse on the other hand would be dressing as Sakura but unfortunately, she got sick and needed to be admitted to the hospital. It was really unfortunate because we could have won for Miss United Nations...
    Anyways, my muse and escort came up with a good costume dressing with kimono and samurai. I was very proud of them. Perhaps next year, if I still would have Japan as our class flag, I would really ask my muse and escort to cosplay..How unfortunate because my escort for me uite looks like Naruto during the firt season...hahaha...
Here are some of the pictures:

My muse and escort..I made the sash myself...hahahah

Other muses and escorts...

In their production number....La la la by Shakira

Of course, an activity isn't complete without a class picture...hehehe

Security Bank Teachers' Training

     I felt privileged that I was chosen to be one of the delegates of our school to Security Bank Teacher's Training in Cebu City, Philippines. This training is just one of the series of trainings aimed to improve teachers' skills and competence in teaching various subjects. I attended the seminar-training on Mathematics since I am the grade 6 Math teacher in our school.

Together with my coteacher, Maam Arpa...This was at the lobby...

     The venue of the training was Betania Retreat House. This is actually a retreat house run by nuns. The place was very peaceful and solemn. I was very happy that I had my own room which was a perfect place to learn and to relax at the same time. Also, since I was chasing the deadline of my thesis, the place was really perfect that I was able to pass my thesis on time. But wait there's more...they have a free wifi...hehehe....
     The training was divided into two groups: primary and intermediate. I belonged to the intermediate group since I teach grade 6. Our resource speaker was Maam Virgie from Ateneo de Manila. I really liked the way her discussion went through because there were a lot of activities and rewards..hehehe...She tried to present the topics with activities and not just her talking and talking. She also gave us prizes for winning groups which made me excited..hahah..(I'm just after for the rewards..joke).
    I learned a lot in the training especially the various ways in presenting and teaching Math lessons. Our speaker gave us more than enough of ideas for us to apply in the classroom. She also presented the current trend in Mathematics education like the Singaporean Method which uses higher ordered thinking skills and constructivist approach to learning.

My co-participants from Iloilo City with our resource speakers at the center..Maam Virgie is in yellow and Maam (I forgot her name sorry...hehehe) in black and white...

    Overall, the experience was great and productive. Aside from the training, we were able to stroll around Cebu City and bought pasalubongs. (I just bought a green Sto. Nino for my mother and a few packs of Rosquillos..hehehe).In fairness to the venue, I couldn't ask for more. The food was great because they cook their dishes themselves no to mention the atmosphere was serene and was really conducive for learning, The speakers on the other hand were competent and approachable. And most of all, the organizer, the Security Bank Foundation, who made this possible, was very generous. They shouldered all our expenses going to and fro Cebu City, plus we were given freebies and extra pocket money. Of course, we were as well very grateful for the learning experiences and the opportunity to improve our competence as teachers.
      I am just amazed on how this big company, like Security Bank, is very humble and generous enough to help and invest in education. Some companies just want to increase their revenues without social responsibility. The bank is just an example to the cliche that in great wealth, comes great responsibility. I think they never neglect that with their wealth and power, they can actually bring positive changes to the world by helping improve the quality of education.  My highest respect to the people who are behind this noble endeavor.
     This doesn't just end after our training. We have the responsibility as participants to share what we have learned to our fellow teachers and at the same time apply these to our own classroom teaching, I think it is just a way of paying forward.

P.S. Here it is..applying what I have learned..hehehe...again thank you to our speakers and Security Bank!!!!

Teachers' Attitudes Toward Persons with Disabilities

Attitudes of Teachers Toward Persons with Disabilities

This study specifically aimed to explore attitudes of teachers toward persons with disabilities since the assessment of educators’ attitudes towards persons with disabilities is an important step towards the integration of students with disabilities into the general education classroom (Alghazo, 2002). Teachers’ attitudes and beliefs have been shown to be important factors in the inclusion or exclusion of students with disabilities at school, and have a significant influence on children’s emotional, social and intellectual development (Kearney, 2009; Parasuram, 2006).

 According to Gargiulo (2012), negative attitudes toward the student with disability affect performance and lead to ineffective learning environment. Inside the classroom, teachers are major characters. If teacher’s attitude is positive, upbeat and carries with expectation that all students, including those with disabilities, will be successful; the feeling is contagious and encouraging (Waldron, 1996). Teachers set the tone of the classroom, and as such, the success of inclusion may well depend upon the prevailing attitudes of teachers as they interact with students with disabilities (Carroll et al., 2003).

Sensitivity and awareness on the part of the general education teachers is essential to promote successful inclusion (Chopra, 2008). In fact, Hwang (2010) stressed that if general education teachers retain any educational prejudices and a rigid sense of boundaries in the provision of education programs for all students, including students with disabilities, then the provision of support and resources may not be enough to maximize outcomes for everyone. Inversely, if teachers do not perceive students with disabilities to be worthy, if they do not value them, and believe that some students have more rights than others, then it is unlikely that these students will be included, and inclusive education is also unlikely to be realized (Kearney, 2009). Thus, making schools more inclusive may require staff in a difficult process of challenging their own discriminatory practices and attitudes (Booth et al, 2004 in Frederickson, 2009). To state this simply, children with disabilities should not be thrust upon teachers who are unable to accept them fully (Telford and Sawney, 1972).

It is undisputable that teachers serve as role models, and are significant players in the holistic development of students. Thus, it may be becoming more socially appropriate for teachers to espouse positive attitudes towards disability (NDA Ireland, 2006). Schultz (1998) as cited in Bahn (2009), found that the more positive and flexible the teacher acts toward the student with disabilities, the more adaptable and accepting the rest of the students will be. Conversely, when teachers displayed prejudices attitudes and behaviors toward students with disabilities, it is likely that they were encouraging, in other students, forms of prejudice (Kearney, 2009).

Scruggs and Mastropieri (1996, as cited in Baldo, n.d.) summarized research findings covering the period from 1958-1995 regarding teacher attitudes toward inclusion of students with disabilities in their regular classes. The results indicated that there has been little change in teacher attitudes. Teachers favored some degree of inclusion and were willing to accommodate students with disabilities in their classroom. However, they were less positive on including students with more severe disabilities. They also were less likely to agree that general or regular classroom was always the best environment for all students with disabilities.

In a study conducted by Pivik et al. (2002) regarding barriers and facilitators of inclusive education, parent-respondents singled out attitudinal barriers as the biggest difficulty for their children. These attitudes include condescending attitudes by teaching staff and generally being treated differently from other students. They pointed out teachers who had no or obsolete information about disabilities, had condescending or negative attitudes and did not have the information or interest in adapting the teaching environment to include a child with disability. Furthermore, these attitudinal barriers were identified by the student-respondents with disabilities as the most deleterious in their school experiences.

          In a study of Arab pre-service educators, results indicated that the respondents hold negative attitudes toward persons with disabilities in general (Alghazo, Dodeen and Algaryouti, 2003). Among educators, Algazho (2002) found that educators’ attitudes towards persons with disabilities were negative. In a qualitative study, Kearney’s (2009) findings indicated that there was a belief from general education teachers that students with disabilities held less value and had fewer rights than students without disabilities in mainstream education. For the teacher-respondents, the rights of “other” students (without disabilities) had to be considered before the rights of persons with disabilities who were not describe as part of this “other” group. On the other hand, Parasuram (2006) and Carroll et al. (2003) yielded neutral attitudes towards persons with disabilities from their teacher-respondents.

          Results from different studies on teachers’ attitudes towards persons with disabilities imply that teachers hold varying attitudes. This discrepancy is perhaps due to the differing instruments and research techniques used by the researchers as well as the respondents’ personal, contextual and cultural backgrounds. For this study, it is aimed that both societal and personal attitudes of teachers be assessed using quantitative forms of measurement namely Attitudes Toward Disabled Persons Scale by Yuker and Block (1970) and Interaction with Disabled Persons Scale by Gething (1993).

Finished Graduate School

   At last, I am finished with my thesis and I am done with my final defense. It took me almost two year to finish this so I was very happy. I gave a lot of effort, time and of course money just to finish this study all for the noble intention of contributing to the "field of knowledge". Since I am done, I presently hold a Master's degree in Education major in Special Education. Anyway, here is the abstract of my study. If anyone is interested (if there is any...hehe), you may contact me so that I could give you an electronic copy.

Losabia, Jaylord S. Societal and Personal Attitudes of Elementary Teachers Toward

Persons with Disabilities. Unpublished Master of Education (Special Education) Thesis, West Visayas State University, Iloilo City, October 2014.

Abstract

This descriptive-correlational study determined the societal and personal attitudes of elementary teachers in the Division of Iloilo City. A total of 321 randomly selected respondents who are public elementary school teachers participated in the study. To gather data, two instruments were used. Modified versions of the Attitudes Toward Disabled Persons Scale (ATDP) by Yuker and Block (1970) was used to assess the societal attitudes toward persons with disabilities, while the Interaction with Disabled Persons Scale by Gething (1991) was used to measure the personal attitudes toward persons with disabilities. Mean and standard deviation were the descriptive statistics while the T-test for Independent Samples, One-way ANOVA and Pearson’s r Correlation, all set at.05 level of significance, were the inferential statistics used. The results revealed that whether taken as an entire group or classified according to sex, age, educational level, contact and type of disability, both the societal and personal attitudes of elementary teachers toward persons with disabilities were negative. No significant difference existed on the societal attitudes of elementary teachers when they were grouped according to sex, age, contact and type of disability. However, a significant difference was found on the societal attitudes if the respondents were grouped according to educational level, indicating that those with graduate school units or degree manifested less negative societal attitudes toward persons with disabilities. Moreover, there was no significant difference in the personal attitudes toward persons with disabilities if the respondents were classified according to sex, age, educational level, contact and type of disability.  The results also indicated a significant positive relationship between the societal and personal attitudes of elementary teachers toward persons with disabilities.

4As Lesson Plan in AP IV

Let me just share this lesson plan I made back in college days. This lesson plan actually is in 4As format which was my favorite format back then. But when I became a teacher, I grew tired with this format because it is quite tedious to make...hehe...I have become dependent on lesson guides since being a teacher you know isn't just teaching. There are a lot of paper works aside from preparing lesson plans so I hope everybody understands. hehehe

Banghay-Aralin sa Araling Panlipunan IV

I. Layunin

a. Naiisa-isa ang mga batas para sa pagtataguyod at pagpapaunlad ng kulturang Pilipino at ang mga isinasaad nito

b. Nakikilala ang mga programa sa pagpapaunlad ng kulturang Pilipino kabilang ang mga ahensya at mga Pilipinong nagtataguyod ng ating kultura

c. Naipapakita ang paghanga sa mga Pilipinong may malaking naiambag sa pagpapaunlad ng kulturang Pilipino

II. Paksang-Aralin

A. Pagtataguyod at Pagpapaunlad ng Kulturang Pilipino

B. Kapaligirang Pilipino 4, pp 230-245

C. batayang aklat, larawan, flashcards, graphic organizers

D. Pagpapahalaga at Pagpapaunlad ng Kultura

III. Pamamaraan

A. Panimulang Gawain

1. Balik-aral (Materyal at Di-Materyal na Kultura)

            Magpakita ng mga larawan ng materyal at di-materyal na kultura gamit ang flashcards.

Sabihan ang mga mag-aaral na sila ay tumayo kung ang larawan ay nagpapakita ng materyal na kultura at manatiling nakaupo kung di-materyal.

Itanong: Alin sa mga kulturang ipinakita sa inyo ang dapat pangalagaan at ipagpatuloy? Bakit?

             Ano sa tingin niyo ang dapat pahalagahan: material o di material na kultura? Bakit?

B. Panlinang na Gawain

1. Mga Gawain (Activity)

a. Mga Batas sa Pagtataguyod ng Kultura

Ipabasa nang tahimik sa mga mag-aaral ang batayang aklat pahina 232-234.

Itanong: Anu-ano ang mga batas para sa pagtataguyod ng kultura? Bakit ginawa ang mga batas na ito?

Gamit ang isang matrix chart, hayaan ang mga mag-aaral na tukuyin ang mga isinasaad sa mga batas sa pagpapaunlad ng kultura.

Halimbawa:

Batas	Mga Isinasaad
Batas Republika Bilang 284	Nagtatakda na ang Pambansang Museo ang taguan ng mga bagay at ari-ariang pangkultura
Atas ng Pangulo Bilang 370 at 260	Kinilala ang ilang makasaysayng pook at gusali bilang pambansang dambana o bantayog

            Ilahad ang iba pang batas na nagtataguyod ng kulturang Pilipino. Ipabas sa mga mag-aaral ang tsart pahina 234 ng aklat.

            Itanong: Sa palagay niyo ba’y mahalaga ang mga batas na ito sa pagpapaunlad ng kultura? Bakit?

b. Mga Programa sa Pagpapaunlad ng Kultura

            Ipabasa nang tahimik ang pahina 236-238 ng aklat.

            Ilahad ang mga ahensyang pangkultura sa pamamagitan ng semantic web.

            Itanong: Anu-ano ang mga ginagampanag papel ng mga ahensyang nabanggit sa pagpapaunlad ng ating kultura?

c. Mga Pilipinong Nagtataguyod ng Kultura

            Magpakita ng mga larawan ng mga sumusunod na personalidad:

            a. Fernando Amorsolo

            b. Levi Celerio

            c. Fernando Poe Jr.

            Itanong: Sinu-sino ang mga tao sa larawan? Anu-ano ang mga naiambag nila sa kulturang Pilipino?

            Gamit ang tree diagram, papunuan sa mga mag-aaral ang mga parangal na iginagawad sa mga Pilipinong may malaking ambag sa kultura.

2. Pagsusuri (Analysis)

            Itanong: Karapat-dapat bang bigyang parangal ang mga taong tumutulong sa pagpapaunlad ng ating kultura? Bakit?

            Dapat ba natin silang tularan? Ipaliwanag ang sagot.

3. Paghahalaw at Paghahambing (Abstraction and Comparison)

            Hayaan ang mga mag-aaral na pag-aaral ang Venn diagram na nagpapakita ng ugnayan nag mga batas at mga programa sa pagpapaunlad ng kultura.

            Itanong: Ano ang ipinahihiwatig ng Venn diagram?

4. Paglalapat (Application)

            Pangkatin ang mga Pilipinong ginawaran ng Pambansang Alagad ng Sining gamit ang Semantic Web.

5. Paglalahat (Generalization)

            Ipabasa ng koro sa mga mag-aaral ang pagbubuod sa pahina 239 ng aklat.

            Itanong: Bilang isang mag-aaral, anu-ano ang inyong magagawa sa pagpapaunlad ng  ating sariling kultura?

C. Pangwakas na Gawain

            Magpatugtog ng “Pinoy Ako” ng Orange and Lemons at hayaan ang mga mag-aaral na sumaliw sa kanta.

IV. Pagtataya

            Ipasagot sa mga mag-aaral ang Ano ang Natutuhan Mo letra A at B sa pahina 239-240 ng aklat.

V. Kasunduan

            Gumuhit ng isang poster na nagpapakita ng iba’t ibang paraan sa pagpapaunlad at pagtataguyod ng kultura. Iguhit sa isang short-sized bond paper.

Paglalayag sa Puso ng Isang Bata

    In celebration of World Teacher's Day, let me just share to you this beautiful short story which in fact my favorite short story in Filipino. I hope a lot of teacher will get inspired by the story.

Paglalayag sa Puso ng Isang Bata

ni Genoveva Edroza Matute

   Binata na siya marahil ngayon. O baka ama na ng isang mag-anak. Ito ay kung nakaligtas siya sa nakaraang digmaan… nguni't ayaw kong isiping baka hindi. Sa akin, siya'y hindi magiging isang binatang di-kilala, isang ama, o isang alaala kaya ng Bataan. Sa akin, siya'y mananatiling isang batang lalaking may-kaliitan, may kaitiman, at may walong taong gulang.
   Pagkaraan ng daan-daaang tinuruan, mga sumipot, nanatiling saglit, at lumisan pagkatapos, pagkaraan ng mga taong ang ila'y nagdumali, ang ila'y nagmabagal at ang ila'y nakintal sa gunita, buhay na buhay pa sa aking isipan ang kanyang mukha at ang kanyang pangalan. Nguni't ang buhay sa lahat ay ang isang bagay na itinuro niya sa akin isang araw nang siya ang aking maging guro at ako ang kanyang tinuturuan.
   Isa siya sa pinakamaliit sa klase. At isa rin siya sa pinakapangit. Ang bilog at pipis niyang ilong ay lubhang kapansin-pansin at tingnan lamang iyo'y mahahabag na sa kanya ang tumitingin. Kahit ang paraan niya ng pagsasalita ay laban din sa kanya. Mayroon siyang kakatuwang "punto" na nagpapakilalang siya'y taga- ibang pook.
   Ngunit may isang bagay na kaibig-ibig sa munti't pangit na batang ito, kahit sa simula pa lamang. Nagpapaiwan siya tuwing hapon kahit na hindi siya hilingan ng gayon. Siya rin ang pinakahuling umaalis: naglilibot muna sa buong silid upang pulutin ang mga naiiwang panlinis. Lihim ko siyang pinagmamasdan habang inaayos niya ang mga ito sa lalagyan, ipinipinid, at pagkatapos ay magtutungo sa likod ng bawat hanay ng upuan upang tingnan kung tuwid ang bawat isa. At sa pintuan, lagi siyang lumilingon sa pagsasabi ng "Goodbye, Teacher!"
   Sa simula, pinagtakhan ko ang kanyang pagiging mahiyain. Nakikita ko siyang gumagawa nang tahimik at nag-iisa - umiiwas sa iba. Maminsan-minsa'y nahuhuli ko siyang sumusulyap sa akin upang bawiin lamang ang kanyang paningin. Siyang tinatanaw tuwing hapon, pinakahuli sa kanyang mga kasamahan, ay naiisip kong alam na alam niya ang kanyang kapangitan, ang nakatutuwang paraan ng kanyang pagsasalita.
   Unti-unti kong napagdugtong-dugtong ang mga katotohanan tungkol sa kanyang buhay. Payak ang mga katotohanan: siya'y isang munting ulilang galing sa lalawigan, lumuwas sa malaking lungsod bilang utusan. At kalahating araw siyang pumapasok sa paaralan upang may makasama sa pagpasok at pag-uwi ang anak ng kanyang panginoon.
   Nadama ko ang kakaibang kalungkutan: Nais kong makita siyang nakikipaghabulan sa mga kapwa-bata, umaakyat sa mga pook na ipinagbabawal, napapasuot sa kaguluhang bahagi ng buhay ng bawat bata. Kahit na hindi siya marunong, maging kanya lamang sana ang halakhak at kaligayahan ng buhay-bata.
   Tinatawag ko siya nang madalas sa klase. Pinagawa ko siya ng marami't mumunting bagay para sa akin. Pinakuha ko sa kanya ang mga tsinelas ko sa pinakahuling upuan sa silid. Naging ugali niya ang pagkuha sa mga iyon, ang paghihiwalay sa mga iyon upang itapat sa aking paa. Ang pagbili ng aking minindal sa katapat na tindahan, hanggang sa hindi ko na kailangang sabihin sa kanya kung ano ang bibilhin - alam na niya kung alin ang ibig ko, kung alin ang hindi ko totoong ibig.
   Isang tahimik na pakikipagkaibigan ang nag-ugnay sa munti't pangit na batang ito at sa akin. Sa tuwi akong mangangailangan ng ano man, naroon na siya agad. Sa tuwing may mga bagay na gagawin, naroon na siya upang gumawa. At unti-unti kong nadamang siya'y lumiligaya - sa paggawa ng maliliit na bagay para sa akin, sa pagkaalam na may pagmamalasakit ako sa kanya at may pagtingin sa kanya. Nahuhuli ko na siyang nagpapadulas sa pagitan ng mga hanay ng upuan hanggang sa magkahiga-higa sa likuran ng silid. Nakikita ko na siyang nakikipaghabulan, umaakyat sa mga pook na ipinagbabawal. Nagkakandirit hanggang sa tindahang bilihan ng aking minindal. At minsan o makalawa ko siyang nahuling nagpapalipat-lipat sa pagtapak sa mga upuan.
   At kung ang lahat ay wala na, kinakausap ko siya at sumasagot siya nang pagaril sa Tagalog. At sa mga ganoong pagkakatao'y nagmumukha siyang maligaya at ang kanyang, "Goodbye, Teacher," sa may-pintuan ay tumataginting. Sa mga ganoong pagkakatao'y naiiwan sa akin ang katiyakang siya'y hindi na totoong napag-iisa at hindi na totoong nalulumbay.
   Isang mabagal na paraan ang pag-akit na iyon sa kanya at ang pagtiyak na siya'y mahalaga at sa kanya'y may nagmamahal.
   Napasuot na siya sa mga kaguluhang bahagi ng buhay ng bawa't bata. Nanukso na siya sa mga batang babae.      Lalo siyang naging malapit sa akin. Lalo siyang naging maalala at mapagmahal. Maligaya na siya.
Isang araw, nangyari ang hindi inaasahan. Sa paglingon ko sa mga taong nagdaa'y naamin ko sa sariling ang lahat ng iyo'y aking kasalanan. Mainit noon ang aking ulo, umagang-umaga pa. At ang hindi ko dapat gawin ay aking ginawa - napatangay ako sa bugso ng damdamin. Hindi ko na magunita ngayon kung ano ang ginawa ng batang iyon na aking ikinagalit. Ang nagugunita ko lamang ngayon ay ang matindi kong galit sa kanya, ang pagsasalita ko sa kanyang ipinanliit niya sa kanyang upuan. Nalimutan ko ang kanyang pag-iisa, ang kanyang kalumbayan, ang mabagal na paraan ng pag-akit at pagtiyak sa kanyang siya'y mahalaga at minamahal.
   Nang hapong iyo'y hindi siya nagpadulas sa pagitan ng mga hanay ng upuan. Ngunit siya'y nagtungo sa huling upuan upang kunin ang aking tsinelas, upang paghiwalayin ang mga iyon at itapat sa aking mga paa. Nagtungo siya sa tindahang katapat upang bilhin ang aking minindal at nagpaiwan siya upang likumin ang mga kagamitan sa paglilinis at upang ayusin ang mga iyon sa lalagyan sa sulok. Pinagpantay-pantay rin niya ang mga upuan sa bawat hanay, gaya ng kanyang kinamihasnan. Ngunit hindi siya tumingin sa akin minsan man lamang nang hapong iyon.
   Naisip ko: napopoot siya sa akin. Sa munti niyang puso'y kinapopootan niya ako ng pagkapoot na kasintibay ng pagmamahal na iniukol niya sa akin nitong mga huling buwan. Ang isa mang batang namulat sa pag-iisa at sa kalumbayan ng pag-iisa't kawalan ng pagmamahal ay makaaalam din sa kawalan ng katarungan. Ngayo'y paalis na siya, ang naisip ko, nang may kapaitan sa puso.
   Tumagal siya sa pagpapantay sa mga upuan. Na tila may binubuong kapasiyahan sa kanyang loob.
   Nagtungo siya sa pintuan at ang kanyang mga yabag ay mabibigat na tila sa isang matandang pagod. Sa loob ng maraming buwan, ngayon lamang siya hindi lumingon upang magsabi ng, "Goodbye, Teacher." Lumabas siya nang tahimik at ang kanyang mabibigat na yabag ay lumayo nang lumayo.
   Ano ang ginawa kong ito? Ano ang ginawa kong ito? Ito ang itinanong ko nang paulit-ulit sa aking sarili.        Napopoot siya sa akin. At ito'y sinabi ko rin nang paulit-ulit sa aking sarili.
   Bukas…. Marahil, kung pagpipilitan ko bukas…
   Biglang-bigla, ang maitim at pipis na mukha ng bata'y nakita ko sa pintuan. Ang mga mata niyang nakipagsalubungan sa aki'y may nagugulumihanang tingin. "Goodbye, Teacher," ang sabi niya. Pagkatapos ay umalis na siya.
   Nagbalik siya upang sabihin iyon sa akin.
   Kung gaano katagal ako noon sa pagkakaupo, ay hindi ko na magunita ngayon. Ang tangi kong nagugunita'y ang pagpapakumbaba ko sa kalakhan ng puso ng munting batang yaon, sa nakatitinag na kariktan ng kanyang kaluluwa. Nang sandaling yaon, siya ang aking naging guro.