Perplexing About Our Work as a Teacher
By: ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab) School)
I'm curious to know what teachers feel are the biggest tasks or problems they face in their everyday work. I'm particularly interested in encounters related to my profession as a teacher.
What are the roots you stress in your work? Feels like a barrier to making the progress that you'd like or expect? Is something you fight with on a steady basis?
In relations of teaching, is there a specific facet that is hard to find time for, such as grading, prepping for class, lesson planning, having time for one-on-one instruction with students, staying current on teaching practices? Something else I overlooked? Or is it the arrangement of everything that makes it difficult and overpowering?
How about teaching formal writing to transitional level? They were so familiarized to texting and doodles language that their spelling was horrible. For example, "u" for you. It was very difficult to convince them that using that language was unsuitable in English essays, this was definitely a literacy obstacle.
I feel our frustrations, our question. As a teacher, you have to take your students and the skills they bring to your class at what ever level they have reached and help them progress as far as you can during your time with them. I assume you have asked if there are resources at your school who might give them the professional help they want.
A nonreader is one who doesn't read fluently. You can't essentially fix this problem; however, you can share with them the happiness of reading in every chance you can create. Perhaps you offer a 15 minute silent reading time where they bring a book at their level and interest to read, and everyone reads. You read too. They see you enjoy reading.
You can also look carefully at what they can do and then find ways to make reading relevant. What do they need to be able to read in your class? At their age, what do they need to be able to read to get along in life?
Finest of Luck to all of us, we have outstretched so many question in a good place. I look forward to reading more specific suggestions from educators who face this difficult daily and have found ways to help our pupil’s progress.
By: ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab) School)
I'm curious to know what teachers feel are the biggest tasks or problems they face in their everyday work. I'm particularly interested in encounters related to my profession as a teacher.
What are the roots you stress in your work? Feels like a barrier to making the progress that you'd like or expect? Is something you fight with on a steady basis?
In relations of teaching, is there a specific facet that is hard to find time for, such as grading, prepping for class, lesson planning, having time for one-on-one instruction with students, staying current on teaching practices? Something else I overlooked? Or is it the arrangement of everything that makes it difficult and overpowering?
How about teaching formal writing to transitional level? They were so familiarized to texting and doodles language that their spelling was horrible. For example, "u" for you. It was very difficult to convince them that using that language was unsuitable in English essays, this was definitely a literacy obstacle.
I feel our frustrations, our question. As a teacher, you have to take your students and the skills they bring to your class at what ever level they have reached and help them progress as far as you can during your time with them. I assume you have asked if there are resources at your school who might give them the professional help they want.
A nonreader is one who doesn't read fluently. You can't essentially fix this problem; however, you can share with them the happiness of reading in every chance you can create. Perhaps you offer a 15 minute silent reading time where they bring a book at their level and interest to read, and everyone reads. You read too. They see you enjoy reading.
You can also look carefully at what they can do and then find ways to make reading relevant. What do they need to be able to read in your class? At their age, what do they need to be able to read to get along in life?
Finest of Luck to all of us, we have outstretched so many question in a good place. I look forward to reading more specific suggestions from educators who face this difficult daily and have found ways to help our pupil’s progress.
Stop Bullying in School!
By: ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab) School)
Bullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively impose domination over others. The behavior is often repeated and habitual. One essential prerequisite is the perception, by the bully or by others, of an imbalance of social or physical power. Behaviors used to assert such domination can include verbal harassment or threat, physical assault or coercion, and such acts may be directed repeatedly towards particular targets.(adopted from wikipedia)
Bullying is a big problem every day thousands of teens wake up afraid to go to school. Bullying is a problem that affects millions of students, and it has everyone worried, not just the kids on its receiving end. Yet because parents, teachers, and other adults don't always see it, they may not understand how extreme bullying can get.
Bullying is when a person is picked on over and over again by an individual or group with more power, either in terms of physical strength or social standing.
Bullying is comprised of direct behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated by one or more students against a victim. In addition to direct attacks, bullying may also be more indirect by causing a student to be socially isolated through intentional exclusion. While boys typically engage in direct bullying methods, girls who bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors and enforcing social isolation (Ahmad & Smith, 1994; Smith & Sharp, 1994). Whether the bullying is direct or indirect, the key component of bullying is that the physical or psychological intimidation occurs repeatedly over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff, 1994; Olweus, 1993).
Does your school do a good job of fixing bullying problems on it? Well, it is now time to stop it...but how?
Here are some suggestions in your school on how to stop it.
1. Read the DepEd Order No. 40,s.2012 "Child Protection Policy"
2. Give emphasis to Republic Act 10627."Anti-bullying Act"
3. Create Child Protection Committee in your school.
4. Orient your students regarding this ACT.
5. Call for a Homeroom PTA Meeting & Orient the parents about the child protection policy & give more emphasis to Bullying".
Hope this simple tips of advice will help you to STOP BULLYING in you SCHOOL and lessen the cases of bullying....
By: ELVIE G. CORPUZ-TIII
DepEd-CLSU Elementary (Lab) School)
Bullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively impose domination over others. The behavior is often repeated and habitual. One essential prerequisite is the perception, by the bully or by others, of an imbalance of social or physical power. Behaviors used to assert such domination can include verbal harassment or threat, physical assault or coercion, and such acts may be directed repeatedly towards particular targets.(adopted from wikipedia)
Bullying is a big problem every day thousands of teens wake up afraid to go to school. Bullying is a problem that affects millions of students, and it has everyone worried, not just the kids on its receiving end. Yet because parents, teachers, and other adults don't always see it, they may not understand how extreme bullying can get.
Bullying is when a person is picked on over and over again by an individual or group with more power, either in terms of physical strength or social standing.
Bullying is comprised of direct behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated by one or more students against a victim. In addition to direct attacks, bullying may also be more indirect by causing a student to be socially isolated through intentional exclusion. While boys typically engage in direct bullying methods, girls who bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors and enforcing social isolation (Ahmad & Smith, 1994; Smith & Sharp, 1994). Whether the bullying is direct or indirect, the key component of bullying is that the physical or psychological intimidation occurs repeatedly over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff, 1994; Olweus, 1993).
Does your school do a good job of fixing bullying problems on it? Well, it is now time to stop it...but how?
Here are some suggestions in your school on how to stop it.
1. Read the DepEd Order No. 40,s.2012 "Child Protection Policy"
2. Give emphasis to Republic Act 10627."Anti-bullying Act"
3. Create Child Protection Committee in your school.
4. Orient your students regarding this ACT.
5. Call for a Homeroom PTA Meeting & Orient the parents about the child protection policy & give more emphasis to Bullying".
Hope this simple tips of advice will help you to STOP BULLYING in you SCHOOL and lessen the cases of bullying....
Interactive Pedagogy in Learning
By: Priscila P. Esteban
Today our students are in a rich-technology environment. They are more interested and they easily learn when they were engaged in using the computers because they can interact with these devices. Interactivity may simply mean that teaching resources should be designed in a way which allows students interact with the tools either physically or mentally. It also may mean using software like Google Earth to pick up the whole globe, rotate it and zoom in, showing animated layers to demonstrate some geographical principle, or anipulating objects in a virtual physics environment in an easy way, economising time and energy too. Interactive pedagogy may take the form of “self-paced, student-controlled, individualized learning opportunities embedded with formative and summative assessments to gauge student learning outcomes”. Lawrance (2010:136) Traditionally, classrooms were limited within the four walls, a teaching board and rows of tables and chairs; far too many teachers still believe the traditional tools for learning, i.e., textbooks, worksheets, the conventional teaching board are enough; and in far too many classrooms the teaching tends to be a one-way experience, with the teacher at the front imparting knowledge to students who passively absorb these facts in order to repeat them back in an exam. Interactivity incorporation may in all probabilities transform classrooms into technology-enhanced learning environments which support, to a large extent, innovation, achievement and success. This may equip students with the spirit of collaboration, critical thinking and technology skills which they need to conduct leading-edge research in an interactive and collaborative environment which result successful careers in the classrooms and workplaces in the future.
Journal of Educational and Social Research Vol. 2 (3) September 2012
By: Priscila P. Esteban
Today our students are in a rich-technology environment. They are more interested and they easily learn when they were engaged in using the computers because they can interact with these devices. Interactivity may simply mean that teaching resources should be designed in a way which allows students interact with the tools either physically or mentally. It also may mean using software like Google Earth to pick up the whole globe, rotate it and zoom in, showing animated layers to demonstrate some geographical principle, or anipulating objects in a virtual physics environment in an easy way, economising time and energy too. Interactive pedagogy may take the form of “self-paced, student-controlled, individualized learning opportunities embedded with formative and summative assessments to gauge student learning outcomes”. Lawrance (2010:136) Traditionally, classrooms were limited within the four walls, a teaching board and rows of tables and chairs; far too many teachers still believe the traditional tools for learning, i.e., textbooks, worksheets, the conventional teaching board are enough; and in far too many classrooms the teaching tends to be a one-way experience, with the teacher at the front imparting knowledge to students who passively absorb these facts in order to repeat them back in an exam. Interactivity incorporation may in all probabilities transform classrooms into technology-enhanced learning environments which support, to a large extent, innovation, achievement and success. This may equip students with the spirit of collaboration, critical thinking and technology skills which they need to conduct leading-edge research in an interactive and collaborative environment which result successful careers in the classrooms and workplaces in the future.
Journal of Educational and Social Research Vol. 2 (3) September 2012
More than text and call
By Priscila E. Pagaduan-Esteban
In the fast changing world wherein fantasy is becoming a reality, everything is as easy as one click. People, young and old alike, embrace the swift ways to make their life easier and their works faster. No wonder why the youngsters love instant things, for them the faster the better.
Embracing the inventions of speedy means to connect with others is the fad to many. Before, people just had pager, beeper and one liner phones, now they have faster ways on how to make friends and connect with their loved ones online using facebook, know the latest issues using tweeter, capture moments using instagram. All of these can be used not only by using one’s computer but also with a handy gadget—mobile phone.
Indeed, the use of mobile phones has become the necessity to many. This proves the reason why Filipinos nowadays have this device more than any other handy things one can have. Like mouse, wherein previously it was just known as a house pest which later became a potent hardware in computers, mobile phone has evolved to become a toy then a tool to a number of beneficial missions.
As a facilitator of learning in the world of ICT, it opens my mind to many realities that our high school learners face at present. Sad to say, not all students in public high schools like where I teach can manipulate and learn more about the things that they need to know using computers. This idea haunted me for quite a long time since limited resources sometimes hinder the teachers’ way of letting their students taste how fast learning could be in the world of technology.
Another reality which I think can be a solution to this pressing issue of not having to use the desktop computers or laptops in some public schools is the teaching and learning of lessons through mobile phones. As I notice to most students and teachers, whether in private and public, teenagers and educators have acquired a great deal to make themselves in tune in the fast changing world. This led them to have mobile phones that are high tech which can be used to learn lessons in school. What I would like to emphasize here is that not all students and teachers have computers but almost all students and teachers have cellphones. If learning the lessons using a technology is a fantasy before because of lack of computers, now learning with the use of cellphones can be an option to teachers and students.
Gone are the days when students have a problem in having access on downloaded materials since some schools, fast food chains and business establishments offer free wi-fi connection. Through this, students can now download videos on youtube using their phones and other relevant materials that they can use in their school requirements.
Parents need not to worry anymore of having to buy costly laptops, netbooks and desktops since computing and other computer related works can be done using mobile phones.
I am aware that some students ‘overuse’ their phones, but I am sure that teachers have many ways on how to encourage, motivate, and discipline their students in using their phones in the manner that the students will use their handy gadgets as tools to learn more their lessons. This task calls for resourceful teachers who are open to embrace change in their ways of introducing and delivering their lessons. If we can only consider mobile phones not just toys for big boys and girls, it is no longer impossible to use these as tools to augment our lack of computers. After all, almost everything nowadays is as easy as one click.
By Priscila E. Pagaduan-Esteban
In the fast changing world wherein fantasy is becoming a reality, everything is as easy as one click. People, young and old alike, embrace the swift ways to make their life easier and their works faster. No wonder why the youngsters love instant things, for them the faster the better.
Embracing the inventions of speedy means to connect with others is the fad to many. Before, people just had pager, beeper and one liner phones, now they have faster ways on how to make friends and connect with their loved ones online using facebook, know the latest issues using tweeter, capture moments using instagram. All of these can be used not only by using one’s computer but also with a handy gadget—mobile phone.
Indeed, the use of mobile phones has become the necessity to many. This proves the reason why Filipinos nowadays have this device more than any other handy things one can have. Like mouse, wherein previously it was just known as a house pest which later became a potent hardware in computers, mobile phone has evolved to become a toy then a tool to a number of beneficial missions.
As a facilitator of learning in the world of ICT, it opens my mind to many realities that our high school learners face at present. Sad to say, not all students in public high schools like where I teach can manipulate and learn more about the things that they need to know using computers. This idea haunted me for quite a long time since limited resources sometimes hinder the teachers’ way of letting their students taste how fast learning could be in the world of technology.
Another reality which I think can be a solution to this pressing issue of not having to use the desktop computers or laptops in some public schools is the teaching and learning of lessons through mobile phones. As I notice to most students and teachers, whether in private and public, teenagers and educators have acquired a great deal to make themselves in tune in the fast changing world. This led them to have mobile phones that are high tech which can be used to learn lessons in school. What I would like to emphasize here is that not all students and teachers have computers but almost all students and teachers have cellphones. If learning the lessons using a technology is a fantasy before because of lack of computers, now learning with the use of cellphones can be an option to teachers and students.
Gone are the days when students have a problem in having access on downloaded materials since some schools, fast food chains and business establishments offer free wi-fi connection. Through this, students can now download videos on youtube using their phones and other relevant materials that they can use in their school requirements.
Parents need not to worry anymore of having to buy costly laptops, netbooks and desktops since computing and other computer related works can be done using mobile phones.
I am aware that some students ‘overuse’ their phones, but I am sure that teachers have many ways on how to encourage, motivate, and discipline their students in using their phones in the manner that the students will use their handy gadgets as tools to learn more their lessons. This task calls for resourceful teachers who are open to embrace change in their ways of introducing and delivering their lessons. If we can only consider mobile phones not just toys for big boys and girls, it is no longer impossible to use these as tools to augment our lack of computers. After all, almost everything nowadays is as easy as one click.
Social Networking for Teaching and Learning
By: Priscila P. Esteban
TIII-Munoz National HighSchool Main
Social networking technology can be used to supplement face-to-face courses as a means of enhancing students' learning outcomes. One of the most popular and social network site of choice by students is the Facebook . From the study conducted by Dr. Erik Mobrand entitled Facebook for Teaching and Learning he highlighted the pedagogical advantages of using Facebook that prompted him to explore using this site in his class. First, engage the students in a discussion where students post relevant reading materials and puts down a description on their plan for the discussion. Through this students engage in the discussion before the face-to-face class. Second, allows student to easily post and view video clips and pictures. This fosters student interactivity and creates student-generated content. Third, bring the learning environment to students’ social space. Students can easily access FB on mobile devices, so using FB in the class allows them to participate in the academic activity while on the move.
If this technology will be properly use in the classroom, learning will be more interesting and enjoying to students.
Facebook for Teaching and Learning by Dr. Erik Mobrand
Technology in Pedagogy, No. 1, April 2011
Written by: Kiruthika Ragupathi
By: Priscila P. Esteban
TIII-Munoz National HighSchool Main
Social networking technology can be used to supplement face-to-face courses as a means of enhancing students' learning outcomes. One of the most popular and social network site of choice by students is the Facebook . From the study conducted by Dr. Erik Mobrand entitled Facebook for Teaching and Learning he highlighted the pedagogical advantages of using Facebook that prompted him to explore using this site in his class. First, engage the students in a discussion where students post relevant reading materials and puts down a description on their plan for the discussion. Through this students engage in the discussion before the face-to-face class. Second, allows student to easily post and view video clips and pictures. This fosters student interactivity and creates student-generated content. Third, bring the learning environment to students’ social space. Students can easily access FB on mobile devices, so using FB in the class allows them to participate in the academic activity while on the move.
If this technology will be properly use in the classroom, learning will be more interesting and enjoying to students.
Facebook for Teaching and Learning by Dr. Erik Mobrand
Technology in Pedagogy, No. 1, April 2011
Written by: Kiruthika Ragupathi
ICT IMPACT IN OFFICE DEVELOPMENT
EMALYN R.MAGLANOC
SUPPLY OFFICER II
In recent decades, the necessity for ICTs in almost every aspects of life has been in an increased acceleration. As time passes, the dependence of mankind on this invaluable addendum has kept progressing in a positive vertical order; most industrial processes are now automated, using a technique known as Computer Numeric Control (CNC) to achieve a quicker and more uniform line of production.More significantly, ICTs has found more use in communication, business transactions, data storage and management, securities, aviation, military, education, engineering as well as in modern homes. More and more people are now sorting to become computer literate in order to fit into a global economy of total dependence on ICT. Applicants are required to have a good knowledge of computing to be considered for employment positions most especially in the white collar sectors. These amongst many other reasons have prompted the need to look ever keener into ICT as a vital tool for global development.Considering the huge archives of journal papers, articles and magazines on ICT related issues today,much focus has not been directed towards its effect in office development, whereas ICT facilities have so much been customized into the office system that virtually all the functions carried out are with the aid of ICT gadgets. Ranging from documentation, communication, data storage, preparation of documents,documents transfer, exchange of information, document reproduction, receipt allocations, financial transactions, research and solutions, to monitoring the office activities, ICT plays a major role in these accomplishments. Many banks are now beginning to adapt the electronic teller system as against the customary written teller received for acknowledgement of transactions in the past, and this can be due to the more efficient facilitation of transaction and record keeping offered by ICT systems. (Iziomo 2000)
Office is a unit where relevant records for the purpose of control, planning and efficientmanagement of the organization are prepared, handled and preserved. It provides facilities for internal andexternal communication and coordinates activities of different departments of the organization(Littlefield, et al., 1970). The above definitions highlight the following characteristics:collecting information,processing information
storing information,distributing information Thus, an office may be defined as a place where all the activities concerned with collecting,processing, storing and distributing information for efficient and effective management of an organizationare carried out.
Information and communications technology or information and communication technology,usually abbreviated as ICT, is often used as an extended synonym forinformation technology(IT), but isusually a more general term that stresses the role of unified communications and the integration of telecommunications(telephonelines and wireless signals), computers,middlewareas well as necessarysoftware, storage and audio-visual systems, which enable users to create, access, store, transmit, andmanipulate information. In other words, ICT consists of IT as well astelecommunication,broadcastmedia, all types of audio and video processing and transmission and network based control The expression has been in use since the 1980’s but became popular when it was used in a report
by Dennis Stevenson in 1997 to the UK government and promoted by the new National Curriculumdocuments for the UK in 2000 (Jim Kelly, 2000). The term ICT is now also used to refer to the merging(convergence)of audio-visual and telephone networks withcomputer networksthrough a single cablingor link system. There are large economic incentives (huge cost savings due to elimination of the telephonenetwork) to merge the audio-visual, building management and telephone network with the computernetwork system using a single unified system of cabling, signal distribution and management(Encyclopedia Wikipedia). This in turn has spurred the growth of organizations with the term ICT in their names to indicate their specialization in the process of merging the different network systems.
Therefore , we can say that the impact of the ICT is main bedrock for economic development and ICT can be fully harnessed to improved our operations...Long live ICT...
EMALYN R.MAGLANOC
SUPPLY OFFICER II
In recent decades, the necessity for ICTs in almost every aspects of life has been in an increased acceleration. As time passes, the dependence of mankind on this invaluable addendum has kept progressing in a positive vertical order; most industrial processes are now automated, using a technique known as Computer Numeric Control (CNC) to achieve a quicker and more uniform line of production.More significantly, ICTs has found more use in communication, business transactions, data storage and management, securities, aviation, military, education, engineering as well as in modern homes. More and more people are now sorting to become computer literate in order to fit into a global economy of total dependence on ICT. Applicants are required to have a good knowledge of computing to be considered for employment positions most especially in the white collar sectors. These amongst many other reasons have prompted the need to look ever keener into ICT as a vital tool for global development.Considering the huge archives of journal papers, articles and magazines on ICT related issues today,much focus has not been directed towards its effect in office development, whereas ICT facilities have so much been customized into the office system that virtually all the functions carried out are with the aid of ICT gadgets. Ranging from documentation, communication, data storage, preparation of documents,documents transfer, exchange of information, document reproduction, receipt allocations, financial transactions, research and solutions, to monitoring the office activities, ICT plays a major role in these accomplishments. Many banks are now beginning to adapt the electronic teller system as against the customary written teller received for acknowledgement of transactions in the past, and this can be due to the more efficient facilitation of transaction and record keeping offered by ICT systems. (Iziomo 2000)
Office is a unit where relevant records for the purpose of control, planning and efficientmanagement of the organization are prepared, handled and preserved. It provides facilities for internal andexternal communication and coordinates activities of different departments of the organization(Littlefield, et al., 1970). The above definitions highlight the following characteristics:collecting information,processing information
storing information,distributing information Thus, an office may be defined as a place where all the activities concerned with collecting,processing, storing and distributing information for efficient and effective management of an organizationare carried out.
Information and communications technology or information and communication technology,usually abbreviated as ICT, is often used as an extended synonym forinformation technology(IT), but isusually a more general term that stresses the role of unified communications and the integration of telecommunications(telephonelines and wireless signals), computers,middlewareas well as necessarysoftware, storage and audio-visual systems, which enable users to create, access, store, transmit, andmanipulate information. In other words, ICT consists of IT as well astelecommunication,broadcastmedia, all types of audio and video processing and transmission and network based control The expression has been in use since the 1980’s but became popular when it was used in a report
by Dennis Stevenson in 1997 to the UK government and promoted by the new National Curriculumdocuments for the UK in 2000 (Jim Kelly, 2000). The term ICT is now also used to refer to the merging(convergence)of audio-visual and telephone networks withcomputer networksthrough a single cablingor link system. There are large economic incentives (huge cost savings due to elimination of the telephonenetwork) to merge the audio-visual, building management and telephone network with the computernetwork system using a single unified system of cabling, signal distribution and management(Encyclopedia Wikipedia). This in turn has spurred the growth of organizations with the term ICT in their names to indicate their specialization in the process of merging the different network systems.
Therefore , we can say that the impact of the ICT is main bedrock for economic development and ICT can be fully harnessed to improved our operations...Long live ICT...
Career Development Strategy
EMALYN R.MAGLANOC
SUPPLY OFFICER II
Mentoring is defined as one-to-one relationship in which an expert or a senior person voluntarily gives time to teach, support and encourage another. The relationship is typically developed a a time of transition in the mentee’s (protégé’s) life and lasts for a significant and sustained period of time.(adopted from wikipedia)
Coaching is different from mentoring. Coaching is dined with a person who needs to develop or enhance his competencies so that he can perform his current tasks according to, or even exceeding, the standards. Mentoring is done for high potential person so that the competencies he acquires can also for a future job assignment. Coaching can be done for a team to improve their performance while mentoring is always individualized and one-on-one.(adopted from wikipedia)
BENEFITS
Does the mentor benefit from the relationship? It would seem that it is only the protégé who benefits from the relationship. But one-sided relationship do not work as well as reciprocal relationships where there is an exchange of some kind.
The reward for mentoring is mainly psychic. Even if a company has a formal mentoring program, mentors don’t usually get any additional financial reward for transferring protégé. The reward comes from being recognized for his expertise which is reflected in his own performance appraisal. Another “reward” is the protégé’s appreciation of the mentor. In the mentoring process, the mentor rediscovers that he has the capacity to share and to give, without asking for anything in return.
EXPERIENCES
Some senior executives were asked what they found rewarding in their mentoring assignments. The replies given by some of them are as follows:
-“His requests for assistance and the fact that he kept coming to our meetings made me realize that he valued his learning”
“ I felt I was responsible for making her stay in our company and in the functional area of which she is now the head.”
- “ Seeing his excitement and enthusiasm-watching him gains insights into concepts which he previously found difficult to grasp”
- “watching and listening to him present a marketing plan almost flawlessly. To think that he struggled initially to learn how to make one”
LEGACY
THE FAMOUS DEVELOPMENTAL PSYCHOLOGIST Erick Erickson described the eight stages of man and the developmental tasks a person has to successfully hurdle so that he can move on to the next stage. The seventh stage is that of generativists which can shed light on what a mentor can derive from a mentoring relationship.
Erickson said that everyone has a strong longing for one’s work and influence to “live on” and that this is an important life goal. Nurturing a young adult, helping him develop a positive self- image, facilitating his efforts to form and live out his hopes and wishes can fulfill the generate”generative” needs of the mentor.
This is why a successful parent wants to pass on his expertise in a profession or craft to a talented child. If one has no child, or the child is disinterested, or the child has no talent, the parent looks for a talented person on whom he can invest himself. This is how he thinks he can insure his “generativity”.
When a person mentors, it shows an attitude of advocacy. It shows that the mentor wants others succeed. And the wonderful thing about this attitude is that its contagious. People who have been mentored and who have had happy mentoring experiences, are more likely to mentor others. And so the circle grows.
The mentor is thus able to pay back, in some , measure, what his own mentor had done for him. He is also able to repay the intrinsic benefits he has derived from his profession. ( Santamaria, Career System, Inc.,)
EMALYN R.MAGLANOC
SUPPLY OFFICER II
Mentoring is defined as one-to-one relationship in which an expert or a senior person voluntarily gives time to teach, support and encourage another. The relationship is typically developed a a time of transition in the mentee’s (protégé’s) life and lasts for a significant and sustained period of time.(adopted from wikipedia)
Coaching is different from mentoring. Coaching is dined with a person who needs to develop or enhance his competencies so that he can perform his current tasks according to, or even exceeding, the standards. Mentoring is done for high potential person so that the competencies he acquires can also for a future job assignment. Coaching can be done for a team to improve their performance while mentoring is always individualized and one-on-one.(adopted from wikipedia)
BENEFITS
Does the mentor benefit from the relationship? It would seem that it is only the protégé who benefits from the relationship. But one-sided relationship do not work as well as reciprocal relationships where there is an exchange of some kind.
The reward for mentoring is mainly psychic. Even if a company has a formal mentoring program, mentors don’t usually get any additional financial reward for transferring protégé. The reward comes from being recognized for his expertise which is reflected in his own performance appraisal. Another “reward” is the protégé’s appreciation of the mentor. In the mentoring process, the mentor rediscovers that he has the capacity to share and to give, without asking for anything in return.
EXPERIENCES
Some senior executives were asked what they found rewarding in their mentoring assignments. The replies given by some of them are as follows:
-“His requests for assistance and the fact that he kept coming to our meetings made me realize that he valued his learning”
“ I felt I was responsible for making her stay in our company and in the functional area of which she is now the head.”
- “ Seeing his excitement and enthusiasm-watching him gains insights into concepts which he previously found difficult to grasp”
- “watching and listening to him present a marketing plan almost flawlessly. To think that he struggled initially to learn how to make one”
LEGACY
THE FAMOUS DEVELOPMENTAL PSYCHOLOGIST Erick Erickson described the eight stages of man and the developmental tasks a person has to successfully hurdle so that he can move on to the next stage. The seventh stage is that of generativists which can shed light on what a mentor can derive from a mentoring relationship.
Erickson said that everyone has a strong longing for one’s work and influence to “live on” and that this is an important life goal. Nurturing a young adult, helping him develop a positive self- image, facilitating his efforts to form and live out his hopes and wishes can fulfill the generate”generative” needs of the mentor.
This is why a successful parent wants to pass on his expertise in a profession or craft to a talented child. If one has no child, or the child is disinterested, or the child has no talent, the parent looks for a talented person on whom he can invest himself. This is how he thinks he can insure his “generativity”.
When a person mentors, it shows an attitude of advocacy. It shows that the mentor wants others succeed. And the wonderful thing about this attitude is that its contagious. People who have been mentored and who have had happy mentoring experiences, are more likely to mentor others. And so the circle grows.
The mentor is thus able to pay back, in some , measure, what his own mentor had done for him. He is also able to repay the intrinsic benefits he has derived from his profession. ( Santamaria, Career System, Inc.,)
Who said Math is Boring?
by:ROBERTO C. ABRIL
TEACHER – III, MNHS
There were wide ranging public relations campaigns to win the hearts and minds of the average Filipino math student. Plenty of school and institutions and teachers are trying to polish up math's image -- to make it seem more cool or fun.
The most important reason for learning math is that it is essential knowledge. Presenting math as something that is fun allows students to claim that it is, in fact, not fun and therefore not worth their effort. Yes, math is interesting and useful, and teachers need to be engaging, but students need to learn math whether or not it is cool.
It is not the image of math that needs to be upgraded, it is the attitude of some (not all) students that needs to be changed. Students who present weak justifications for not working hard at math, such as "It isn't fun," are not serious about education. It is a seriousness about education that needs to be instilled in students, not platitudes such as "Math is fun.
Yes math should be fun. No, making it all about entertaining students won't do a thing.
My theory is that kids learn to hate math at a young age. Why is that? Well, perhaps the parents don't like it and their attitude gets through to their children. And perhaps, my thought as to the biggest, is you have people who went into elementary education because they like kids. Many of them 'hate math.' Again, I think that sometimes teachers instill this into kids, and there you go. We do need to make it more 'fun' - math is a part of everything we do, and with good math and analytical skills, our kids can go far.
Math should be fun. Kids do develop their attitudes about about it early on. And most adults (parents and teachers) do broadcast fairly poor attitudes about math. The net result is a learning world with relatively low expectations for math achievement.
Ironically, the turnaround is conceptually simple. First, make sure kids succeed in dealing with their early math challenges. These mostly have to do with learning the basic tables. There are well-designed computer programs that ensure success at these tasks and make it fun.
Second, continue the model provided by early computer activities. Organize math curriculum into chunks variably sized to suit individual students and allow them to work at their own pace. Tracking the progress of a diverse group of students was once too difficult to manage manually, but, here again, computer technology makes it easy.
Sudoku provides an analogy. While sharpening their skills, solvers can work at the level of difficulty that balances challenge with success. As they become more expert they move to more difficult challenges. And it makes no sense to ask them to move before they're ready.
Math education can work exactly the same way.
We hear regularly about the practical reasons to learn math. How about the more philosophical reasons having to do with developing a taste for clear and rigorous thought?
Now , can we say that math is still boring?
by:ROBERTO C. ABRIL
TEACHER – III, MNHS
There were wide ranging public relations campaigns to win the hearts and minds of the average Filipino math student. Plenty of school and institutions and teachers are trying to polish up math's image -- to make it seem more cool or fun.
The most important reason for learning math is that it is essential knowledge. Presenting math as something that is fun allows students to claim that it is, in fact, not fun and therefore not worth their effort. Yes, math is interesting and useful, and teachers need to be engaging, but students need to learn math whether or not it is cool.
It is not the image of math that needs to be upgraded, it is the attitude of some (not all) students that needs to be changed. Students who present weak justifications for not working hard at math, such as "It isn't fun," are not serious about education. It is a seriousness about education that needs to be instilled in students, not platitudes such as "Math is fun.
Yes math should be fun. No, making it all about entertaining students won't do a thing.
My theory is that kids learn to hate math at a young age. Why is that? Well, perhaps the parents don't like it and their attitude gets through to their children. And perhaps, my thought as to the biggest, is you have people who went into elementary education because they like kids. Many of them 'hate math.' Again, I think that sometimes teachers instill this into kids, and there you go. We do need to make it more 'fun' - math is a part of everything we do, and with good math and analytical skills, our kids can go far.
Math should be fun. Kids do develop their attitudes about about it early on. And most adults (parents and teachers) do broadcast fairly poor attitudes about math. The net result is a learning world with relatively low expectations for math achievement.
Ironically, the turnaround is conceptually simple. First, make sure kids succeed in dealing with their early math challenges. These mostly have to do with learning the basic tables. There are well-designed computer programs that ensure success at these tasks and make it fun.
Second, continue the model provided by early computer activities. Organize math curriculum into chunks variably sized to suit individual students and allow them to work at their own pace. Tracking the progress of a diverse group of students was once too difficult to manage manually, but, here again, computer technology makes it easy.
Sudoku provides an analogy. While sharpening their skills, solvers can work at the level of difficulty that balances challenge with success. As they become more expert they move to more difficult challenges. And it makes no sense to ask them to move before they're ready.
Math education can work exactly the same way.
We hear regularly about the practical reasons to learn math. How about the more philosophical reasons having to do with developing a taste for clear and rigorous thought?
Now , can we say that math is still boring?
Mathematics: In Focus
by:ROBERTO C. ABRIL
TEACHER – III, MNHS
Mathematics is always perceived as a difficult subject; in fact it is listed as one of the most hated subjects by most of the students. Several studies have been conducted on how to learn Mathematics easier and or how making Mathematics enjoyable. Despite of these efforts, still Mathematics is one of the subjects where Filipinos are lagged behind.
In the Trends in International Mathematics and Science Study (TIMSS) 2007, Singapore students had the top scores in both Grade 4 and Grade 8 and with this, the Singapore Curriculum becomes basis in teaching Mathematics in all levels, including in the Philippine implementation of the K to 12 Basic Education Program. The teaching of Mathematics is focused in the delivery of a curriculum which involves textbooks learning materials, teachers and medium of instruction.
In the K to 12 Curriculum Guide, it says that Mathematics is one subject that persuades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a subject therefore must be learned comprehensively and with much depth. The twin concepts are being emphasized as goals in teaching Mathematics – critical thinking and problem solving. As defined in the primer, critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and /or evaluating, information gathered from, or generated by observation, experience, reflection, reasoning or communication, as guide in belief and action. Problem solving, on the other hand, is finding around a difficulty, around an obstacle and finding solution to a problem that is unknown.
The framework is supported by Theories of Experiential and situated learning, reflective learning, constructivism, cooperative learning and Discovery and Inquiry Based Learning.
Teaching and Learning Mathematics are not that difficult if only, we Master the how’s and why’s . Focus is a must for greater efficiency.
Happy teaching.
by:ROBERTO C. ABRIL
TEACHER – III, MNHS
Mathematics is always perceived as a difficult subject; in fact it is listed as one of the most hated subjects by most of the students. Several studies have been conducted on how to learn Mathematics easier and or how making Mathematics enjoyable. Despite of these efforts, still Mathematics is one of the subjects where Filipinos are lagged behind.
In the Trends in International Mathematics and Science Study (TIMSS) 2007, Singapore students had the top scores in both Grade 4 and Grade 8 and with this, the Singapore Curriculum becomes basis in teaching Mathematics in all levels, including in the Philippine implementation of the K to 12 Basic Education Program. The teaching of Mathematics is focused in the delivery of a curriculum which involves textbooks learning materials, teachers and medium of instruction.
In the K to 12 Curriculum Guide, it says that Mathematics is one subject that persuades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a subject therefore must be learned comprehensively and with much depth. The twin concepts are being emphasized as goals in teaching Mathematics – critical thinking and problem solving. As defined in the primer, critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and /or evaluating, information gathered from, or generated by observation, experience, reflection, reasoning or communication, as guide in belief and action. Problem solving, on the other hand, is finding around a difficulty, around an obstacle and finding solution to a problem that is unknown.
The framework is supported by Theories of Experiential and situated learning, reflective learning, constructivism, cooperative learning and Discovery and Inquiry Based Learning.
Teaching and Learning Mathematics are not that difficult if only, we Master the how’s and why’s . Focus is a must for greater efficiency.
Happy teaching.
On Making an Effective Math Teacher
by:PEDRO J. DE GUZMAN
TEACHER - III, MNHS
Many have been said about effective teaching. Researches say that to become effective in teaching Mathematics, one should have a mastery of the subject matter, of course this is true. Another is, one should motivate his/her students to enhance their enthusiasm in learning. Other factors as have been known are: conducive environment, and making teaching Mathematics an experiential learning to the students.
But of those there are more, with the advent of the K to 12 Basic Education Program, one has to look and consider that learning materials are adequate. We, Mathematics teachers should attend trainings and seminars and explore every possibility, thus considering the learners needs.
To function effectively and become active participants in this changing information based society. Mathematics becomes part of our lives. Villanueva (2009) averred that Mathematics is inseparable to man’s life. It is the solid foundation in satisfying his wants. Through Mathematics one can appreciate the beauty of life, the environment and the real world. The motion of the planet around the sun, the explanation of the moons’ orbital path, the nature of the earth’s magnetic field are some of the samples of those secrets. Man, in his quest to explore the world began to use Mathematics to dream about unsolved secrets.
- develop their positive attitude towards studying
- appreciate Math in their lives
- recreate and innovate relevant teaching materials
- to use varied Instructional Strategies
- be keen of student’s performance in Math to offer remedial measures
- trainings are important tools to cope with the different fields of learning. Del Castillo (2010) stated that training is a never-ending task because of new technology. Training and development of personnel should be given special importance to increase organizational productivity and improve.
by:PEDRO J. DE GUZMAN
TEACHER - III, MNHS
Many have been said about effective teaching. Researches say that to become effective in teaching Mathematics, one should have a mastery of the subject matter, of course this is true. Another is, one should motivate his/her students to enhance their enthusiasm in learning. Other factors as have been known are: conducive environment, and making teaching Mathematics an experiential learning to the students.
But of those there are more, with the advent of the K to 12 Basic Education Program, one has to look and consider that learning materials are adequate. We, Mathematics teachers should attend trainings and seminars and explore every possibility, thus considering the learners needs.
To function effectively and become active participants in this changing information based society. Mathematics becomes part of our lives. Villanueva (2009) averred that Mathematics is inseparable to man’s life. It is the solid foundation in satisfying his wants. Through Mathematics one can appreciate the beauty of life, the environment and the real world. The motion of the planet around the sun, the explanation of the moons’ orbital path, the nature of the earth’s magnetic field are some of the samples of those secrets. Man, in his quest to explore the world began to use Mathematics to dream about unsolved secrets.
- develop their positive attitude towards studying
- appreciate Math in their lives
- recreate and innovate relevant teaching materials
- to use varied Instructional Strategies
- be keen of student’s performance in Math to offer remedial measures
- trainings are important tools to cope with the different fields of learning. Del Castillo (2010) stated that training is a never-ending task because of new technology. Training and development of personnel should be given special importance to increase organizational productivity and improve.
K to 12
by:ROBERTO C. ABRIL
TEACHER - III, MNHS
There are many reasons why do students struggle with learning Mathematics. Sherman and Richardson (2010) in their article stated that the discipline of Mathematics present many challenges to different learners. Mathematics has often been termed the “gatekeeper” of success or failure for high school graduation and career success National Research Council, (1989). Indeed, lack of Mathematical skill and understanding affects one’s ability to make critically important educational, life, and career decisions.
What K to 12 Basic Education Program in Mathematics offers:
The K to 12 Basic Education Program provides opportunities for concept building. It poses relevant and challenging questions critical thinking and problem solving approach and connections within the curriculum and real-world situations. It goes away with rote memorization so that students may have greater opportunities to recognize and retain math concepts and generalizations.
The program uses Spiral Curriculum which provides opportunities for learners to deal with content developmentally overtime. Concepts are built upon and are related to previous learning throughout the curriculum as students become more proficient and experienced in Mathematics. Through this, the vision of the K to 12 BEP that every student would have an understanding of the world around him and passion for life-long learning while addressing every student’s basic learning needs. Learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge (DepEd Primer, 2011) will be attained.
by:ROBERTO C. ABRIL
TEACHER - III, MNHS
There are many reasons why do students struggle with learning Mathematics. Sherman and Richardson (2010) in their article stated that the discipline of Mathematics present many challenges to different learners. Mathematics has often been termed the “gatekeeper” of success or failure for high school graduation and career success National Research Council, (1989). Indeed, lack of Mathematical skill and understanding affects one’s ability to make critically important educational, life, and career decisions.
What K to 12 Basic Education Program in Mathematics offers:
The K to 12 Basic Education Program provides opportunities for concept building. It poses relevant and challenging questions critical thinking and problem solving approach and connections within the curriculum and real-world situations. It goes away with rote memorization so that students may have greater opportunities to recognize and retain math concepts and generalizations.
The program uses Spiral Curriculum which provides opportunities for learners to deal with content developmentally overtime. Concepts are built upon and are related to previous learning throughout the curriculum as students become more proficient and experienced in Mathematics. Through this, the vision of the K to 12 BEP that every student would have an understanding of the world around him and passion for life-long learning while addressing every student’s basic learning needs. Learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge (DepEd Primer, 2011) will be attained.
A VITAL ROLE OF SCHOOL ADMINISTRATORS AND EDUCATION PROGRAM SUPERVISORS AS DRIVING FORCE FOR TEACHERS
by: REYNALDO M. DELA CRUZ, PhD
School Principal II
The school administrators and education program supervisors play a vital role for the success in providing basic education. In a particular school, the school administrators are usually the main source and driving force that sustain the welfare of the organization. One of the social responsibilities of the school administrators is to win the full support of the education program supervisors in monitoring school activities and helping teachers for their better school performance behavior. As a school manager, he must keep a continuous contact with them as partners in enhancing teachers’ professional competence in school.
The school administrator must be an ideal model to his teachers and to the community, he must have an upright and blameless personality. The recognition of commendable behavior, both personal and professional, would be the confidence in him of the community and teachers as the best school administrator.
Good personal qualities and values must be adhered by school administrator for him to be an effective manager. His designation has a responsibility to maintain and manifest high standards of personal and professional conduct of management. He must be fully committed and dedicated to service, serving with passion who truly loves his job and proud of his profession.
Managing the school involves varied relationships that value the specific roles of conduct to govern school administrator’s behavior in dealing with his subordinates and superiors. Constant interaction with rapport of both school administrators and education program supervisors could serve as inspiration to the teachers to work hard for a better quality learning of learners.
In the professional commitment and practice in service, the school administrator must bind himself with the responsibilities to persuade and help teachers to develop their potentials for a better school performance to effect desirable changes among the teachers and learners so that the attainment of the vision for quality education is possible.
The Philippines’ Basic Education follows the principles of Shared Governance, which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes.
In the division level, education program supervisors assist the schools division superintendent in ensuring compliance of quality standards for basic education programs. In doing so, education program supervisors provide professional and instructional advice and support to the school heads and teachers of schools in the division. Hence, curricula supervision is the key function of education supervisors.
School administrators, on the other hand, are both an instructional leader and administrative manager. As instructional leader, school administrators set the mission, vision, goals and objectives. They maintain an environment conducive to teaching and learning. Also, they make sure that the prescribed school curriculum is properly implemented and that they are accountable for higher learning outcomes. School administrators develop school education program and school improvement plan based on the immediate needs of the students. They offer educational programs, projects and services which provide equitable opportunities for all learners in the community and introduce new and innovative modes of instruction to achieve higher learning outcomes. As administrative manager, school administrators administer, manage all personnel, physical and fiscal resources of the school. In addition, they recommend the staffing complement of the school based on its needs, encourage staff development and establish school and community networks and encourage active participation of teachers’ organizations, non – academic personnel and parents – teachers’ community organizations.
Since teachers under their supervision are on the forefront in the delivery of quality instruction, they must continuously develop new insights and explore new and advanced resources that aid them in improving students’ performance. It is very important that their school administrators and education program supervisors support them as they deal with the challenges that come along with new needs of their work. Both the school administrators and educational supervisors should be able to supply instructional leadership. They can affect and influence teachers’ school performance in terms of instructional competence, school, and home and community linkage and also their personal, social growth and professional characteristics. To make this possible, they should possess specific leadership characteristics. They should have high degree of enthusiasm and influence to the teachers because they serve as the main source or the driving force for teachers to work at their best and to continuously strive harder to achieve higher learning outcomes. Teachers become motivated to deliver quality instruction if they see the school administrators and education program supervisors consistent in performing their jobs and really exerting great efforts to help teachers in improving their instructional competence, school, home and community linkages and their personal, social growth and professional characteristics to become outstanding teachers producing high – quality instruction and higher learning outcomes. Hence, it is important that school administrator and education supervisors lead by example for teachers to emulate.
by: REYNALDO M. DELA CRUZ, PhD
School Principal II
The school administrators and education program supervisors play a vital role for the success in providing basic education. In a particular school, the school administrators are usually the main source and driving force that sustain the welfare of the organization. One of the social responsibilities of the school administrators is to win the full support of the education program supervisors in monitoring school activities and helping teachers for their better school performance behavior. As a school manager, he must keep a continuous contact with them as partners in enhancing teachers’ professional competence in school.
The school administrator must be an ideal model to his teachers and to the community, he must have an upright and blameless personality. The recognition of commendable behavior, both personal and professional, would be the confidence in him of the community and teachers as the best school administrator.
Good personal qualities and values must be adhered by school administrator for him to be an effective manager. His designation has a responsibility to maintain and manifest high standards of personal and professional conduct of management. He must be fully committed and dedicated to service, serving with passion who truly loves his job and proud of his profession.
Managing the school involves varied relationships that value the specific roles of conduct to govern school administrator’s behavior in dealing with his subordinates and superiors. Constant interaction with rapport of both school administrators and education program supervisors could serve as inspiration to the teachers to work hard for a better quality learning of learners.
In the professional commitment and practice in service, the school administrator must bind himself with the responsibilities to persuade and help teachers to develop their potentials for a better school performance to effect desirable changes among the teachers and learners so that the attainment of the vision for quality education is possible.
The Philippines’ Basic Education follows the principles of Shared Governance, which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes.
In the division level, education program supervisors assist the schools division superintendent in ensuring compliance of quality standards for basic education programs. In doing so, education program supervisors provide professional and instructional advice and support to the school heads and teachers of schools in the division. Hence, curricula supervision is the key function of education supervisors.
School administrators, on the other hand, are both an instructional leader and administrative manager. As instructional leader, school administrators set the mission, vision, goals and objectives. They maintain an environment conducive to teaching and learning. Also, they make sure that the prescribed school curriculum is properly implemented and that they are accountable for higher learning outcomes. School administrators develop school education program and school improvement plan based on the immediate needs of the students. They offer educational programs, projects and services which provide equitable opportunities for all learners in the community and introduce new and innovative modes of instruction to achieve higher learning outcomes. As administrative manager, school administrators administer, manage all personnel, physical and fiscal resources of the school. In addition, they recommend the staffing complement of the school based on its needs, encourage staff development and establish school and community networks and encourage active participation of teachers’ organizations, non – academic personnel and parents – teachers’ community organizations.
Since teachers under their supervision are on the forefront in the delivery of quality instruction, they must continuously develop new insights and explore new and advanced resources that aid them in improving students’ performance. It is very important that their school administrators and education program supervisors support them as they deal with the challenges that come along with new needs of their work. Both the school administrators and educational supervisors should be able to supply instructional leadership. They can affect and influence teachers’ school performance in terms of instructional competence, school, and home and community linkage and also their personal, social growth and professional characteristics. To make this possible, they should possess specific leadership characteristics. They should have high degree of enthusiasm and influence to the teachers because they serve as the main source or the driving force for teachers to work at their best and to continuously strive harder to achieve higher learning outcomes. Teachers become motivated to deliver quality instruction if they see the school administrators and education program supervisors consistent in performing their jobs and really exerting great efforts to help teachers in improving their instructional competence, school, home and community linkages and their personal, social growth and professional characteristics to become outstanding teachers producing high – quality instruction and higher learning outcomes. Hence, it is important that school administrator and education supervisors lead by example for teachers to emulate.
Restoring the Damath Games
by: PEDRO J. DE GUZMAN
TEACHER - III, MNHS
For a number of years now, the Damath competition has ceased. This game which earned its popularity not only in the Philippines but in other countries. The game’s name “Damath” comes from the popular board game “dama and Mathematics”. It was invented by Jesus L. Huenda, a Mathematics teacher from Sorsogon who encountered teaching in Mathematics using traditional methods. (Wikipedia)
Damath grew in popularity in 1980, the first Damath tournament was held in Sorsogon. In 1981, Huenda received a gold medallion from the late President Ferdinand E. Marcos for his contribution in the field of teaching Mathematics. The game reached its peak in 1990’s when it made rounds of several Mathematics inventions all over the world.
The Damath board similar to chess board, consists of 8x8 squares alternating in black and white. On the white squares are the four basic Mathematical operations – addition, subtraction, multiplication and division. As the name implies, the game is essentially the same as dama but with added Math twist, in order to win in Damath, the player must score the most points which are earned by “eating” the opponent’s pieces. The player must solve the mathematical operation in which the opponent’s piece is currently standing. The answer to that Mathematical operation is the amount of points that the player will receive when he/she does “eat” the opponent’s piece.
Damath can be used for basic numeracy exercise. This contributed techniques for educators to improve numeracy skills among students, specifically in primary and secondary education in the Philippines. This will definitely enhance the critical and in depth analysis of the learners. The competition has been part of the many competitions in the Philippines and proved its contribution to the minds of our students.
Why not consider of bringing this back in our system? At least in the school or Division level.
by: PEDRO J. DE GUZMAN
TEACHER - III, MNHS
For a number of years now, the Damath competition has ceased. This game which earned its popularity not only in the Philippines but in other countries. The game’s name “Damath” comes from the popular board game “dama and Mathematics”. It was invented by Jesus L. Huenda, a Mathematics teacher from Sorsogon who encountered teaching in Mathematics using traditional methods. (Wikipedia)
Damath grew in popularity in 1980, the first Damath tournament was held in Sorsogon. In 1981, Huenda received a gold medallion from the late President Ferdinand E. Marcos for his contribution in the field of teaching Mathematics. The game reached its peak in 1990’s when it made rounds of several Mathematics inventions all over the world.
The Damath board similar to chess board, consists of 8x8 squares alternating in black and white. On the white squares are the four basic Mathematical operations – addition, subtraction, multiplication and division. As the name implies, the game is essentially the same as dama but with added Math twist, in order to win in Damath, the player must score the most points which are earned by “eating” the opponent’s pieces. The player must solve the mathematical operation in which the opponent’s piece is currently standing. The answer to that Mathematical operation is the amount of points that the player will receive when he/she does “eat” the opponent’s piece.
Damath can be used for basic numeracy exercise. This contributed techniques for educators to improve numeracy skills among students, specifically in primary and secondary education in the Philippines. This will definitely enhance the critical and in depth analysis of the learners. The competition has been part of the many competitions in the Philippines and proved its contribution to the minds of our students.
Why not consider of bringing this back in our system? At least in the school or Division level.
BOTTLE CAPS INTEGER CALCULATOR: A Constructivist Approach of Teaching Integer Operations
By: Winnie W. Poli, MNHS Master Teacher I
Mathematically inclined students must have strong mathematics foundation because of the sequential nature of mathematics where prerequisite skills are required to successfully learn higher level of mathematics. So the development of strong mathematics foundation must always be the main goal of every mathematics teacher. It is deemed necessary for teachers to ensure that every intended mathematics lesson is implemented or is taught well and actually learned by the students , thus, achieving the desired level of mastery.
But surprisingly, even in fourth year level, many students have difficulty performing operations of integers which makes them struggle in their present mathematics lessons. The concept of integers is a lesson intended for Grade 7, and is a prerequisite skill in learning all subsequent mathematics lessons. Mathematics teachers in other year level share the same observation. This implies that this intended lesson, though implemented by teachers seem to be not actually learned by great proportion of students.
The Number Line Strategy of Teaching Operation of Integers
The commonly used strategy of Grade 7 teachers in teaching the operations of integers is by using the number line as visual image for students to explore and record results to have basis in formulating conjectures on how to add, subtract, multiply and divide integers. Other suggested strategy is by relating integers to real-life situations like debit/credit, sea level, money, etc. But these fail to actively involve majority of the students. Many are still struggling with these integer operations. Hence, there is a need for an alternative approach and instructional material.
BOTTLE CAPS INTEGER CALCULATOR: A Constructivist Approach of Teaching Integer Operations
To ensure students’ active construction of knowledge, constructivist approach of teaching mathematics requires the use of manipulative materials. These help students make sense of abstract ideas by making them concrete.
At first, the bottle caps were used as chips. But to make it more presentable, systematic, easy to store and utilize, the bottle caps were organized just like an abacus and was named as Bottle Caps Integer Calculator.
This concrete manipulative material made up of bottle caps is found effective in helping students understand the rules of addition and subtraction of integers as well as the rule of multiplication of integers. Since multiplication and division of integers have the same rule, the use of manipulative concrete material is no longer necessary. In addition, students are encouraged to use this material they are able to perform the integer operations mentally or without the aid of any manipulative material.
By: Winnie W. Poli, MNHS Master Teacher I
Mathematically inclined students must have strong mathematics foundation because of the sequential nature of mathematics where prerequisite skills are required to successfully learn higher level of mathematics. So the development of strong mathematics foundation must always be the main goal of every mathematics teacher. It is deemed necessary for teachers to ensure that every intended mathematics lesson is implemented or is taught well and actually learned by the students , thus, achieving the desired level of mastery.
But surprisingly, even in fourth year level, many students have difficulty performing operations of integers which makes them struggle in their present mathematics lessons. The concept of integers is a lesson intended for Grade 7, and is a prerequisite skill in learning all subsequent mathematics lessons. Mathematics teachers in other year level share the same observation. This implies that this intended lesson, though implemented by teachers seem to be not actually learned by great proportion of students.
The Number Line Strategy of Teaching Operation of Integers
The commonly used strategy of Grade 7 teachers in teaching the operations of integers is by using the number line as visual image for students to explore and record results to have basis in formulating conjectures on how to add, subtract, multiply and divide integers. Other suggested strategy is by relating integers to real-life situations like debit/credit, sea level, money, etc. But these fail to actively involve majority of the students. Many are still struggling with these integer operations. Hence, there is a need for an alternative approach and instructional material.
BOTTLE CAPS INTEGER CALCULATOR: A Constructivist Approach of Teaching Integer Operations
To ensure students’ active construction of knowledge, constructivist approach of teaching mathematics requires the use of manipulative materials. These help students make sense of abstract ideas by making them concrete.
At first, the bottle caps were used as chips. But to make it more presentable, systematic, easy to store and utilize, the bottle caps were organized just like an abacus and was named as Bottle Caps Integer Calculator.
This concrete manipulative material made up of bottle caps is found effective in helping students understand the rules of addition and subtraction of integers as well as the rule of multiplication of integers. Since multiplication and division of integers have the same rule, the use of manipulative concrete material is no longer necessary. In addition, students are encouraged to use this material they are able to perform the integer operations mentally or without the aid of any manipulative material.