THE SECRET OF MY SUCCESS AS A TEACHER
BY:MARY QUEEN P. ORPILLA
HTIII-MNHS MAIN
Teaching is a challenging, stressful and rewarding job all at once. It is a profession that requires continued growth, open-mindedness and flexibility. Being a successful teacher is not an easy endeavor as well. It takes a lot of courage and commitment for a teacher in order to reach success.
“There is no success without struggle”, is always be my guiding principle ever since I started to pursue my dream of becoming a professional teacher. Now that I am already one, I always do my best to make my performance standout. Hard work and perseverance are my keys to success.
One of my strengths perhaps as a successful teacher is that I am constantly reflecting on my practice and looking for ways to improve. I find time knowing what the students need to learn and what will be useful for them. I am flexible, always thinking and paying attention to how I teach and it is working. Teach at a level students can understand and make the class interactive. I often ditch textbooks, references and make my own handouts and activities that are matched with the learning competencies and are geared toward the weaknesses of my students. I love my materials. Creativity and enthusiasm are my secret. I have been told by my mentors and colleagues that I find innovative ways to teach my students and my classroom is very organized as they say.
Being a successful and respected teacher also involves a kind attitude in class. I used to have a cheery greeting upon entering my class, and I mean it. I often display humor and interest in class which dispel their weary, enliven the teaching atmosphere and make difficult concepts easy.
I can also say that I build good working relationships with my colleagues and the people inside and outside the school community. I consider myself as a competitive teacher because I actively serve as coach in the Science II quiz up to the regional level and I also participate in the Teacher’s Category Contest up to the national level. I usually join various searches for outstanding teacher up to the regional level. I also serve as resource speaker in various seminars and I keep on upgrading myself with new trends and innovations in teaching Science up to the international level. Aside from teaching I involve myself in various extra- curricular activities and one of which is finishing my advance studies leading to a degree Doctor of Philosophy in Development Education at Central Luzon State University. All these and my experiences perhaps serve as my driving force to strive more and reach success in life.
Lastly, I would say that patience, humility and work ethics are my keys to success. I am really dedicated to my work and passionate about my teaching profession.
BY:MARY QUEEN P. ORPILLA
HTIII-MNHS MAIN
Teaching is a challenging, stressful and rewarding job all at once. It is a profession that requires continued growth, open-mindedness and flexibility. Being a successful teacher is not an easy endeavor as well. It takes a lot of courage and commitment for a teacher in order to reach success.
“There is no success without struggle”, is always be my guiding principle ever since I started to pursue my dream of becoming a professional teacher. Now that I am already one, I always do my best to make my performance standout. Hard work and perseverance are my keys to success.
One of my strengths perhaps as a successful teacher is that I am constantly reflecting on my practice and looking for ways to improve. I find time knowing what the students need to learn and what will be useful for them. I am flexible, always thinking and paying attention to how I teach and it is working. Teach at a level students can understand and make the class interactive. I often ditch textbooks, references and make my own handouts and activities that are matched with the learning competencies and are geared toward the weaknesses of my students. I love my materials. Creativity and enthusiasm are my secret. I have been told by my mentors and colleagues that I find innovative ways to teach my students and my classroom is very organized as they say.
Being a successful and respected teacher also involves a kind attitude in class. I used to have a cheery greeting upon entering my class, and I mean it. I often display humor and interest in class which dispel their weary, enliven the teaching atmosphere and make difficult concepts easy.
I can also say that I build good working relationships with my colleagues and the people inside and outside the school community. I consider myself as a competitive teacher because I actively serve as coach in the Science II quiz up to the regional level and I also participate in the Teacher’s Category Contest up to the national level. I usually join various searches for outstanding teacher up to the regional level. I also serve as resource speaker in various seminars and I keep on upgrading myself with new trends and innovations in teaching Science up to the international level. Aside from teaching I involve myself in various extra- curricular activities and one of which is finishing my advance studies leading to a degree Doctor of Philosophy in Development Education at Central Luzon State University. All these and my experiences perhaps serve as my driving force to strive more and reach success in life.
Lastly, I would say that patience, humility and work ethics are my keys to success. I am really dedicated to my work and passionate about my teaching profession.
SOSA
(State of the School Address)
Jhon F. del Mundo, HT I
It sounds like SONA indeed!
SOSA is spelled out as state of the school address. It is delivered by any school head during the graduation ceremony enumerating the accomplishments of the school within the school year. All the activities carried out beginning May of the school year were considered in the speech.
It is a SONA-like speech but what makes it really different from what the President says in his SONA?
First, SOSA is for school heads. A school head narrates the activities the school has accomplished from Brigada Eskwela in May to the conduct of graduation in either March or April. He identifies the dates of the activities and expresses gratitude to those people or school organizations behind every event.
SOSA may be short for non-performing schools and long enough for schools with more accomplishments. For schools with a few activities conducted, this will be of shorter length, otherwise the speech will only speak of irrelevant information. Schools that have thought of and implemented more beneficial activities will have to take enough time to compress the speech so as not to upset the audience.
SOSA is not an avenue to boast one’s accomplishment alone. It should be rather expressed as a joint success of all stakeholders in the school, only through the school head. It must include anyone whose participation helped achieve the goals and objectives of the school.
SOSA is not solely owned by the school head. The listeners own the merits as well. So if you are fond of seriously seeing a SONA, this one will surely be a hit too.
(State of the School Address)
Jhon F. del Mundo, HT I
It sounds like SONA indeed!
SOSA is spelled out as state of the school address. It is delivered by any school head during the graduation ceremony enumerating the accomplishments of the school within the school year. All the activities carried out beginning May of the school year were considered in the speech.
It is a SONA-like speech but what makes it really different from what the President says in his SONA?
First, SOSA is for school heads. A school head narrates the activities the school has accomplished from Brigada Eskwela in May to the conduct of graduation in either March or April. He identifies the dates of the activities and expresses gratitude to those people or school organizations behind every event.
SOSA may be short for non-performing schools and long enough for schools with more accomplishments. For schools with a few activities conducted, this will be of shorter length, otherwise the speech will only speak of irrelevant information. Schools that have thought of and implemented more beneficial activities will have to take enough time to compress the speech so as not to upset the audience.
SOSA is not an avenue to boast one’s accomplishment alone. It should be rather expressed as a joint success of all stakeholders in the school, only through the school head. It must include anyone whose participation helped achieve the goals and objectives of the school.
SOSA is not solely owned by the school head. The listeners own the merits as well. So if you are fond of seriously seeing a SONA, this one will surely be a hit too.
Brigada Over the Past Ten Years
Jhon F. del Mundo, HT I
It’s now ten since then!
Brigada Eskwela began in 2003 and it provided our children many opportunities to better learning environment. Pupils had greater access to nicer and brighter opening of classes. Classrooms were clean, surroundings were tidy and in order, walls were painted anew and first day would mean an official business for both teachers and pupils.
Brigada Eskwela has evolved from merely a program of the Department of Education (DepEd) to really a form of bayanihan in every barangay or community. In the past, anyone could only observe a few helping out cleaning, brushing, painting and sweeping in the schools. Now, counting the number of volunteers would be fun to do and donations are sure to flow in.
From advocacy to ground breaking ceremonies or kick-off programs, Brigada Eskwela has become a part of everyone’s routine in the barangay to participate in a week-long clean-up drive. Parents, barangay officials, teachers, private individuals, alumni and the like come for a common cause. They all come together to offer service for our school children.
If it in the past, we would only submit pictures and narratives for the report, now, DepEd recognizes the best implementer of the program from district level up to the national level. Best practices of the winning schools are even seen on newsletters and educational magazines.
Kudos for the Brigada Eskwela @ 10, volunteers and donors to meet again next year.
Jhon F. del Mundo, HT I
It’s now ten since then!
Brigada Eskwela began in 2003 and it provided our children many opportunities to better learning environment. Pupils had greater access to nicer and brighter opening of classes. Classrooms were clean, surroundings were tidy and in order, walls were painted anew and first day would mean an official business for both teachers and pupils.
Brigada Eskwela has evolved from merely a program of the Department of Education (DepEd) to really a form of bayanihan in every barangay or community. In the past, anyone could only observe a few helping out cleaning, brushing, painting and sweeping in the schools. Now, counting the number of volunteers would be fun to do and donations are sure to flow in.
From advocacy to ground breaking ceremonies or kick-off programs, Brigada Eskwela has become a part of everyone’s routine in the barangay to participate in a week-long clean-up drive. Parents, barangay officials, teachers, private individuals, alumni and the like come for a common cause. They all come together to offer service for our school children.
If it in the past, we would only submit pictures and narratives for the report, now, DepEd recognizes the best implementer of the program from district level up to the national level. Best practices of the winning schools are even seen on newsletters and educational magazines.
Kudos for the Brigada Eskwela @ 10, volunteers and donors to meet again next year.
MOTIVATING ENVIRONMENT EQUALS MOTIVATED STUDENTS
BY: MARY QUEEN P. ORPILLA
HT-III MNHS MAIN
Motivating students to study well is not an easy task for a teacher who does not know how to do it in class. He or she can only employ this if he or she has the courage and dedication to do the challenging job. The ideal teaching situation is one in which a dedicated teacher works with an interested student. However, we know that students do not all have the motivation to do well, but it is a fact that when placed in a stimulating environment surrounded by enthusiastic people, some of those who don't want to learn often change their minds.
In order to get through to the students, it may therefore be necessary to employ new techniques or to revise old techniques. Teachers in science subjects such as chemistry, physics and biology are fortunate in that they may offer the students to perform practical experiments. Students who are interested in performing laboratory experiments usually lose the sense of time and, as such, are 'happy' about their quests for understanding, ex. performing laboratory experiments is good motivation, however, we should not forget that students have different potentials, characteristics and interests because their backgrounds, intelligence, and environments are not alike. The motivation level may be increased by encouraging questions; the setting of a debate; the running of a contest; performing relevant practical experiments and teaching with lively methods.
In most schools, the better students and also many of the less focused students are of course well aware of the fact that their education is the route to a good job, but this is rarely not motivation enough to do well. Computers at home, in school and at work in many countries already becoming as common and as essential as electric light, however, the computer is not yet smart enough to make the beds, but it may regulate the furnace and the air conditioner and even close the curtains against a winter chill or the warmth of the burning sun. Computers are dead objects and in the long run boring objects which hopefully will never replace the teacher, but they already are and will moreover still be valuable tools in science teaching and the well-considered use of them is definitely time-saving and in many situations a motivating factor.
BY: MARY QUEEN P. ORPILLA
HT-III MNHS MAIN
Motivating students to study well is not an easy task for a teacher who does not know how to do it in class. He or she can only employ this if he or she has the courage and dedication to do the challenging job. The ideal teaching situation is one in which a dedicated teacher works with an interested student. However, we know that students do not all have the motivation to do well, but it is a fact that when placed in a stimulating environment surrounded by enthusiastic people, some of those who don't want to learn often change their minds.
In order to get through to the students, it may therefore be necessary to employ new techniques or to revise old techniques. Teachers in science subjects such as chemistry, physics and biology are fortunate in that they may offer the students to perform practical experiments. Students who are interested in performing laboratory experiments usually lose the sense of time and, as such, are 'happy' about their quests for understanding, ex. performing laboratory experiments is good motivation, however, we should not forget that students have different potentials, characteristics and interests because their backgrounds, intelligence, and environments are not alike. The motivation level may be increased by encouraging questions; the setting of a debate; the running of a contest; performing relevant practical experiments and teaching with lively methods.
In most schools, the better students and also many of the less focused students are of course well aware of the fact that their education is the route to a good job, but this is rarely not motivation enough to do well. Computers at home, in school and at work in many countries already becoming as common and as essential as electric light, however, the computer is not yet smart enough to make the beds, but it may regulate the furnace and the air conditioner and even close the curtains against a winter chill or the warmth of the burning sun. Computers are dead objects and in the long run boring objects which hopefully will never replace the teacher, but they already are and will moreover still be valuable tools in science teaching and the well-considered use of them is definitely time-saving and in many situations a motivating factor.
VARIED QUESTIONING STRATEGY IN TEACHING SCIENCE
BY: MARY QUEEN P. ORPILLA
HT-III MNHS-MAIN
When varied questioning strategy is employed in the teaching and learning process, a reflective and productive class interaction will be evident.
In my opinion and experience, one of the most powerful and useful strategies that a science teacher can use is varied questioning strategy. This can take many forms, and I do not mean to imply that this strategy is purely prescriptive and therefore one size fits all. Although I think it should be planned and structured, questions should also be flexible and tailored to specific situations, students, and concepts being discussed.
I’ve been teaching for almost 6 years, I never thought of how important and what a difference a question can make. To be honest, sometimes I ask my students questions and I think of how bad they asked. For several reasons: the question was vague, required minimal thinking, or I simply gave the answer away in my question. Of course, we want to ask questions that are “productive”, the right questions. Having questions planned in a lesson is a great idea, because it allows me to go back and think of what I was trying to achieve from asking the question. However, students should also be allowed to ask their own questions, and perhaps have other student answer them. This would be a great way to assess both the students asking the questions and the students answering them. Simply by the questions and answers produced by the students. If the total authority over the questioning comes only from the teacher is sound boring and disengaging, limiting student voice in the classroom.
I once interviewed some students of science class, some said, “We love questions that make us think critically, if we are asked obvious questions then we lose interest really fast.” Other students confessed, “We feel we don’t need to listen to questions with obvious answers.” “We appreciate questions that ask us to explore a problem as a class.” Therefore, there has to be a balance between challengeable and leveled questions and questions that provide HOTS. If something is too hard or too easy students will shut down. I know that finding the perfect questions for all students is impossible, you’ll never have everyone happy, which is why I think varied questions work well.
Let us therefore encourage the students to become conceptual thinkers and let us not use the test tool in an uncritical way. Instead let us inspire our students to evaluate and construct arguments, to make judgments, to analyze critically what they read, and to appreciate that learning science subjects involves more than learning mere scientific facts, and you may rest assured that fingertip knowledge they will pick up 'along the road'.
BY: MARY QUEEN P. ORPILLA
HT-III MNHS-MAIN
When varied questioning strategy is employed in the teaching and learning process, a reflective and productive class interaction will be evident.
In my opinion and experience, one of the most powerful and useful strategies that a science teacher can use is varied questioning strategy. This can take many forms, and I do not mean to imply that this strategy is purely prescriptive and therefore one size fits all. Although I think it should be planned and structured, questions should also be flexible and tailored to specific situations, students, and concepts being discussed.
I’ve been teaching for almost 6 years, I never thought of how important and what a difference a question can make. To be honest, sometimes I ask my students questions and I think of how bad they asked. For several reasons: the question was vague, required minimal thinking, or I simply gave the answer away in my question. Of course, we want to ask questions that are “productive”, the right questions. Having questions planned in a lesson is a great idea, because it allows me to go back and think of what I was trying to achieve from asking the question. However, students should also be allowed to ask their own questions, and perhaps have other student answer them. This would be a great way to assess both the students asking the questions and the students answering them. Simply by the questions and answers produced by the students. If the total authority over the questioning comes only from the teacher is sound boring and disengaging, limiting student voice in the classroom.
I once interviewed some students of science class, some said, “We love questions that make us think critically, if we are asked obvious questions then we lose interest really fast.” Other students confessed, “We feel we don’t need to listen to questions with obvious answers.” “We appreciate questions that ask us to explore a problem as a class.” Therefore, there has to be a balance between challengeable and leveled questions and questions that provide HOTS. If something is too hard or too easy students will shut down. I know that finding the perfect questions for all students is impossible, you’ll never have everyone happy, which is why I think varied questions work well.
Let us therefore encourage the students to become conceptual thinkers and let us not use the test tool in an uncritical way. Instead let us inspire our students to evaluate and construct arguments, to make judgments, to analyze critically what they read, and to appreciate that learning science subjects involves more than learning mere scientific facts, and you may rest assured that fingertip knowledge they will pick up 'along the road'.
THE BEST TOOL FOR SCHOOL PROBLEM
by: ANGELICA M.BURAYAG,PH.D
FRANZA ES
Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. -(Miller 2007)
Why does the mere mention of the word "research" bring terror to the minds of many teachers and administrators? Maybe it conjures up memories of graduate-school lectures on inferential statistics, regression analysis and standard deviation. Or perhaps there's an uneasiness that they'll end up communicating in the "edu-speak" that critics are fond of lampooning.
Most likely, these educators haven't yet tried action research, a new approach that gives education leaders a powerful tool to craft meaningful reform--without the pain of traditional research methods.
Solving Problems
Simply stated, action research is a systematic process for studying educational problems in a way that leads to substantive improvements. Any number of issues facing school districts today can benefit from this approach, from safety, discipline or morale to student achievement, community relations or staff development.
What is characteristic of action research, regardless of the target problem, is a general model that includes initial diagnosis, data collection, analysis/feedback, action planning, implementation and follow up. Here's how one might apply this process to a concern such as inadequate student reading achievement.
by: ANGELICA M.BURAYAG,PH.D
FRANZA ES
Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. -(Miller 2007)
Why does the mere mention of the word "research" bring terror to the minds of many teachers and administrators? Maybe it conjures up memories of graduate-school lectures on inferential statistics, regression analysis and standard deviation. Or perhaps there's an uneasiness that they'll end up communicating in the "edu-speak" that critics are fond of lampooning.
Most likely, these educators haven't yet tried action research, a new approach that gives education leaders a powerful tool to craft meaningful reform--without the pain of traditional research methods.
Solving Problems
Simply stated, action research is a systematic process for studying educational problems in a way that leads to substantive improvements. Any number of issues facing school districts today can benefit from this approach, from safety, discipline or morale to student achievement, community relations or staff development.
What is characteristic of action research, regardless of the target problem, is a general model that includes initial diagnosis, data collection, analysis/feedback, action planning, implementation and follow up. Here's how one might apply this process to a concern such as inadequate student reading achievement.