‘More,’ Wikang Filipino,
Kyosok: Gay Lingo
ni: Jhon d. Galera
TIII-Mangandingay ES
Sa bonyong lahat na makakabasa nitey bet kong maknows nyu important niteng lengguwahe!! Plangak!
Gora…. Para sa aalis, kyosok… pasok! Wawit, (boyfriend), Babush (goodbye) Chika, Charing, Charot (di ok), Chichiria, Ikibum(pangit), BY, Ohmmz (lalake). Wala na yatang katapusan itong nabuong gay lingo o wika ng mga bakla! Kinontrol na yata nila ang mundo ng showbiz, trabaho, pati ba naman sa paaralan? Anetch? (Ano)
Hoy mga bekbek, baklush ang pahinang ito ay para sa inyo.
Curious talaga ako sa wika nila. Minsan hindi ko sila maintindihan kahit matagal ko nang pinag-aaralan sa lansangan at internet. Kung iisipin natin, wala silang mga matris pero patuloy ang pagdami di ba? At itong chika (tsismis), mahal ko sila bilang mga kaibigan at hindi jowa (karelasyon). Kadiri ka Kuya Germs! (dirty) Ano kaya pareho kami ng puso! Pagnag-emote (nag-inarte) yan, krayola (iyak) pang Gwendulin ang Peg! (panalo)!
Ganyan man silang magsalita na para tila hindi mawari ang nais iparating, sa istilo at paraan ng pagsasalita tunay na mawiwili ka. Maliban sa kawilihan ay masasabi mong puno ng katalinuhan at laman bawat salitang kanilang binibitawan katulad nalamang ng mga salitang Gu-Tom Jones (para sa gutom), Luz Valdez (talo),(mula sa salitang loose at pagdaragdag ng Valdez), Kemi Doroti (ayus), Merlat (babae na mula sa salitang mare o babaeng kabayo), Lucresia, (lukaret), anaconda (ahas o traidor), Geotemerly (maitim), Ginit (mainit), lafang (kain), utao (tao), tayez, (tayo) at Aring (joke)… hayyy… madomo (madami) pa daw.
Pero kung ating pag-aaralan, kadalasan ang mga nasabing salitang bakla ay dinadagdagan, binabawasan, inihahalintulad, binabaliktad at pinagdurugtong at maging pagdaragdag sa pangalan ng kilalang personalidad sa bansa.
Hehehe…. Anu kaya kung ang wikang bakla ang maging wika ng lahat??? Hmmpppp marahil maraming maloloka at magagalit?
Subalit, sa ayaw natin o gusto ang wika ng mga bakla ay katulad narin sa ibang wika sa ating bansa. Intindihin man natin o hindi mayroon paring mga taong nakakakilala at patuloy na gumagamit nito. Hindi rin naman nating pwedeng sabihin ito ay kabawasan sa wikang kinagisnan bagkus ay dagdag ito sa wikang pangmaramihan.
Anu mang klase pa ng wika ang Lumabas jejemon man, pangkanto at pambakla, iisa ang layunin ng mga ito at iyan ay ang magkaintindihan, magkaunawaan at masilbing komunikasyon sa bawat isa.
Oh siya, endalu na ditey, more pa akirang iwoworkshiva…Biankang gabu sa bowten at more power!
(oh siya, tapusin na natin ito at marami pa akong gagawain. Magandang gabi sa ating lahat.)
Kyosok: Gay Lingo
ni: Jhon d. Galera
TIII-Mangandingay ES
Sa bonyong lahat na makakabasa nitey bet kong maknows nyu important niteng lengguwahe!! Plangak!
Gora…. Para sa aalis, kyosok… pasok! Wawit, (boyfriend), Babush (goodbye) Chika, Charing, Charot (di ok), Chichiria, Ikibum(pangit), BY, Ohmmz (lalake). Wala na yatang katapusan itong nabuong gay lingo o wika ng mga bakla! Kinontrol na yata nila ang mundo ng showbiz, trabaho, pati ba naman sa paaralan? Anetch? (Ano)
Hoy mga bekbek, baklush ang pahinang ito ay para sa inyo.
Curious talaga ako sa wika nila. Minsan hindi ko sila maintindihan kahit matagal ko nang pinag-aaralan sa lansangan at internet. Kung iisipin natin, wala silang mga matris pero patuloy ang pagdami di ba? At itong chika (tsismis), mahal ko sila bilang mga kaibigan at hindi jowa (karelasyon). Kadiri ka Kuya Germs! (dirty) Ano kaya pareho kami ng puso! Pagnag-emote (nag-inarte) yan, krayola (iyak) pang Gwendulin ang Peg! (panalo)!
Ganyan man silang magsalita na para tila hindi mawari ang nais iparating, sa istilo at paraan ng pagsasalita tunay na mawiwili ka. Maliban sa kawilihan ay masasabi mong puno ng katalinuhan at laman bawat salitang kanilang binibitawan katulad nalamang ng mga salitang Gu-Tom Jones (para sa gutom), Luz Valdez (talo),(mula sa salitang loose at pagdaragdag ng Valdez), Kemi Doroti (ayus), Merlat (babae na mula sa salitang mare o babaeng kabayo), Lucresia, (lukaret), anaconda (ahas o traidor), Geotemerly (maitim), Ginit (mainit), lafang (kain), utao (tao), tayez, (tayo) at Aring (joke)… hayyy… madomo (madami) pa daw.
Pero kung ating pag-aaralan, kadalasan ang mga nasabing salitang bakla ay dinadagdagan, binabawasan, inihahalintulad, binabaliktad at pinagdurugtong at maging pagdaragdag sa pangalan ng kilalang personalidad sa bansa.
Hehehe…. Anu kaya kung ang wikang bakla ang maging wika ng lahat??? Hmmpppp marahil maraming maloloka at magagalit?
Subalit, sa ayaw natin o gusto ang wika ng mga bakla ay katulad narin sa ibang wika sa ating bansa. Intindihin man natin o hindi mayroon paring mga taong nakakakilala at patuloy na gumagamit nito. Hindi rin naman nating pwedeng sabihin ito ay kabawasan sa wikang kinagisnan bagkus ay dagdag ito sa wikang pangmaramihan.
Anu mang klase pa ng wika ang Lumabas jejemon man, pangkanto at pambakla, iisa ang layunin ng mga ito at iyan ay ang magkaintindihan, magkaunawaan at masilbing komunikasyon sa bawat isa.
Oh siya, endalu na ditey, more pa akirang iwoworkshiva…Biankang gabu sa bowten at more power!
(oh siya, tapusin na natin ito at marami pa akong gagawain. Magandang gabi sa ating lahat.)
An Optimistic Outlook in Problem Solving in Mathematics
by: RIZA p. LOMBOY T-III
Calabalabaan ES
Understanding & Learning is the key to mathematical competence so that students are able to reason, solve problems, and apply their learning to new situations. To carry out mathematical procedures flexibly, accurately, efficiently, and correctly students need to be computationally fluent. They need to understand and use mathematics in everyday life. This understanding must be continually strengthened and expanded throughout their educational experiences. Researchers suggest that the problem lies with students’ classroom experiences wherein students find little extent or motivation for them to learn how to reason. Scholars argue that it is not appropriate to merely teach students how to reason. What is important is to build a case for students to learn to reason. That is, before we can teach students to reason, we must persuade them to feel the need to reason.
It is believed that learning mathematics leads to learners’ cognitive development. Thus, one of the important questions that all mathematics teachers must frequently ask themselves this: Does the mathematics that we teach (and that our students learn) lead to an enhancement of students’ cognitive abilities? This directs us to formulate a clear understanding of mathematics that we seek to build up in our students. The profound understanding that we are looking for must facilitate students to look at and realize a new situation. Such understanding describes a positive outlook for building deep correlations between concepts, a selection of lenses and representations with which to view the concepts, and flexibility that allows one to adequately adapt concepts so as to apply them to a new situation. It requires students to develop a rich set of connections of ideas that one may represent from when faced with a new situation. In this process, students develop patterns of the mind that enable them to analyze other situations that they may come across in their daily life. This noteworthy merge of practices is what mathematics educators refer to as problem-solving. It is this kind of cognitive development that most modern societies would like their citizens to develop. Problem solving was thus seen as a means of developing students’ reasoning skills.
It is believed that learning mathematics leads to learners’ cognitive development. Thus, one of the important questions that all mathematics teachers must frequently ask themselves this: Does the mathematics that we teach (and that our students learn) lead to an enhancement of students’ cognitive abilities? This directs us to formulate a clear understanding of mathematics that we seek to build up in our students. The profound understanding that we are looking for must facilitate students to look at and realize a new situation. Such understanding describes a positive outlook for building deep correlations between concepts, a selection of lenses and representations with which to view the concepts, and flexibility that allows one to adequately adapt concepts so as to apply them to a new situation. It requires students to develop a rich set of connections of ideas that one may represent from when faced with a new situation. In this process, students develop patterns of the mind that enable them to analyze other situations that they may come across in their daily life. This noteworthy merge of practices is what mathematics educators refer to as problem-solving. It is this kind of cognitive development that most modern societies would like their citizens to develop. Problem solving was thus seen as a means of developing students’ reasoning skills.
Mathematics Tutorial in Elementaryby:
Riza P. Lomboy-TIII
Calabalabaan ES
Understanding the basics of mathematics is fundamentally significant to being able to comprehend higher concepts. Mathematics is a subject that builds upon previously learned knowledge. Often students fall and are left behind in the classroom setting, as the teacher moves from one concept to the next when the majority of the students seem able to perform the necessary skills. Whether the student is only able to repeat back the answers without understanding the concepts behind them, or they understand the concepts but get confused in the actual computing, once they begin to fall behind, it becomes ever more challenging to catch up. It is essentially important to make sure that students are comfortable in the theory as well as the practical features of mathematics, and for students who are struggling; tutoring can be one of the best solutions. Can afford parents usually hire a maths tutor to solve their children's issues regarding math. Working one on one, the tutor can discover where the learning gaps are with relative ease. Then it turns out to be a matter of going back not only to the point where the student is having difficulty to understand, but more importantly to the stage immediately followed.
Many people struggle with math, believe that math is hard, and they will never be good at it. This is in large part because of those gaps in knowledge and understanding, and if they are not encouraged and taken back to set the competence, then any tutoring will simply be a Band-Aid solution. It is far better to work for a session or two at a level of competence, to build up the students confidence and then to move ahead to the next level.
In this view, it is important to assess that there is a concrete understanding of the concepts as well as the skill to do the computations. Once the student has gained mastery of each stage, their confidence will increase and they will be able to build upon their successes. Of course, there are students to whom math is a serious challenge, and it is up to the tutor to find ways to get the concepts across, be it through math games, the use of manipulatives or with real life examples. Not all students learn in the identical way and it is the tutor to discover in what manner their student learns best.
We should always give our students a tutorial class in mathematics during remedial so that we are prepared to join any competetion with regards to math subject.
Many people struggle with math, believe that math is hard, and they will never be good at it. This is in large part because of those gaps in knowledge and understanding, and if they are not encouraged and taken back to set the competence, then any tutoring will simply be a Band-Aid solution. It is far better to work for a session or two at a level of competence, to build up the students confidence and then to move ahead to the next level.
In this view, it is important to assess that there is a concrete understanding of the concepts as well as the skill to do the computations. Once the student has gained mastery of each stage, their confidence will increase and they will be able to build upon their successes. Of course, there are students to whom math is a serious challenge, and it is up to the tutor to find ways to get the concepts across, be it through math games, the use of manipulatives or with real life examples. Not all students learn in the identical way and it is the tutor to discover in what manner their student learns best.
We should always give our students a tutorial class in mathematics during remedial so that we are prepared to join any competetion with regards to math subject.