I have not been blogging as often as I used to because I’ve been trying to develop myself in the field of nontraditional nonformal education.  Simply, I am  learning to be a teacher, mentor, trainer or coach — a possible lifelong career for a mom past 50 who desires to continue being useful, helpful and youthful.

This 23 January 2010, together with a very competent and compassionate coach Albert A. Basa (Top 3, April 2009 LET) and topnotchers and professional teachers, I will help conduct and administer another round of LET review for would-be teachers at the MindGym in Quezon City.  With a new set of competencies, a change in the focus of evaluation and a host of other adjustments in the LET effected last October 2009 — part of a would-be teacher’s preparation for his/her licensure exams would be to choose a review center which would provide targeted refresher sessions and pertinent review materials for impact and time management.

Using proven memory techniques and study aids practiced by MindGym memory coach Albert, the LET review sessions would empower reviewees during test taking as they are given tips to easily memorize theories and concepts of psychology, philosophy and education — necessary for analyzing classroom situationals in the licensure exams.

While MindGym is a start up learning center, it’s performance as far as producing topnotchers and passers has been commendable.  It has coached two of the October 2009 LET topnotchers: Angelica “Ericka” Villafuerte (Top 4) and Sheryll Raquipiso (Top 5).  In teacher Ericka’s feedback at sulit.com.ph, she writes:

I took the exam last October 2009 and enrolling in MindGym was definitely the best decision I made in preparation for the LET.

The coaching was very thorough, and given that the class was limited to only a few people, we were able to set our own pace for the review. The MindGym coaches were very approachable and took the time to make sure that none of the reviewees were left behind.  It also helped that we were free to ask questions or have something repeated for clarification.

Also, the environment was very conducive for learning and not very constricting (as I’ve heard that other review centers fill auditoriums with reviewees to the point that those in the back cannot even hear the lecturers, nor are all the questions entertained).

The drills were very helpful too as it trained us to work under pressure.  It also allowed us to keep track of topics we were having difficulty with.

I can honestly say that I would not have been able to pass (and thankfully, top) the LET if not for MindGym.

Are you an education graduate who would like to take the licensure test for teachers soon?  Or, do you know anyone who has been teaching for a while and still lacks the necessary license to get a permanent position or to get promoted in school.  This intensive coaching at MindGym would be a good investment for a noble lifetime career:  being a teacher.  And I am blessed to be — not just a coach but the mom to all in this LET review.

It’s been a year since I passed the September 2008 LET and blogged about entering a “new door, a wider path, and hopefully, a more meaningful future as a mom to “more children” in my golden years.”

Since then, I took my first steps in becoming a teacher-mom by: operating MindGym Inc with April 2009 LET Top 3 Albert Basa, launching a summer art workshop with renowned portrait artist Mar Bongalon, handling academic tutorials with UP tutors, and helping coach and care for October 2009 LET takers at La Casa MIA. As expected, the financial rewards were meager compared to the hard work and sleepless nights of lesson preparations but the personal fulfillment — of enabling a child to pass his subjects, affirming an artistic potential, tapping a gift for super memory  and empowering a would-be teacher to attain his/her dream (to pass the LET)  –  was immense.

Is it my luck, a coincidence or an unfolding purpose that for the past three LETs, I have shared in a LET topnotcher’s success?

• September 2008 – My classmate Ariel Co (Top 7) asked me to go up the stage with him to receive his certificate and medal.
• April 2009 – My multi-talented MindGym coach and friend, Albert Basa (Top 3) made me feel part of his vctory as if I were part of his family.
• October 2009 – Two of our trainees at MindGym made it to the top: Angelica Villafuerte (Top 4) and Sheryll Raquipiso (Top 5).

Well, whether it’s luck, coincidence or a purpose, I beam with joy as a mom-friend-coach — contented in being a little lighted candle, a gentle nudging spirit, a wind beneath a trainee’s wings.

To our dear LET trainees at MindGym:

Thelma Domingo, Myra la Torre, Mary Ann Legaspi, Margie Maragrag, Sherleen Nicomdemus, Charisse Tuazon, Ma. Bernadez Reyes; Cherry Fe Aragon, Ria Barribal, Emmanuel Bitong, Michelle Carrasco, Cherish Diaz, Joanna Marie Ducusin, Zaldy Kuizon, Mary Ann Lastimosa, Rosally Montera, Joseph Pisco, Maureen Querijero, January Rivera, Mary Jane Sagud, Ginggrace Sarmiento, Alma Teh, Erloise Torres, Jeanneth Tropicales

and all other new teachers, Congratulations!  Build on you dreams.

For those who will be taking the April 2010 LET Licensure Examination for Teachers as well as those who didn’t make it this time, call on me.  Let’s work together. ]]> http://www.amomandmore.com/education/moms-pride-october-2009-let-licensure-examination-for-teachers-topnotchers-from-mindgym-angelica-villafuerte-and-sheryll-raquipiso-2/feed/ 0 http://www.amomandmore.com/arts-crafts/summer-art-workshop/ http://www.amomandmore.com/arts-crafts/summer-art-workshop/#comments Fri, 13 Mar 2009 07:45:22 +0000 A Mom and More http://amomandmore.com/?p=82

Interested in learning about basic art elements, techniques, and how to use materials and tools like pastels, watercolor, colored pencils, etc?

Join us for a summer art workshop this April – May 2009 at Mindgym, Inc!

• Draw, paint, & express yourself through art
• Get personalized coaching of your works from artist Mr. Mar Bongalon
• Meet new friends and post your art in your own exhibit

Who can join? 7 years-old and up art enthusiasts!

Maximum of 10 students per class

For 10 sessions, inclusive of art materials, pay only P3,500.

Art classes will be held at La Casa Mia, 219 J.P. Rizal Street, Project 4, Quezon City (near Katipunan Avenue and Cubao). ]]> http://www.amomandmore.com/arts-crafts/summer-art-workshop/feed/ 2 http://www.amomandmore.com/education/unique-moments-at-u-p-100-oblation-photo-shoot/ http://www.amomandmore.com/education/unique-moments-at-u-p-100-oblation-photo-shoot/#comments Sun, 14 Dec 2008 19:28:30 +0000 A Mom and More http://amomandmore.com/?p=78 At the crack of dawn last 13 December 2008, I had a different U.P. Oblation experience and it made waking up at 4 a.m. worth it.  It was not the typical APO oblation run I saw at Palma Hall last year where masked men ran around bare, giving roses to lucky ladies.  It was not as jam-packed and public as the traditional oblation run which even girls and gurrls from nearby colleges patronized.   It was a rare photo experience for local and international media and cameramen.  It was a solemn symbolic rite of offering of oneself of (almost) 100 men to their alma mater’s 100th year.

Volunteer UP students, alumni, faculty and staff wore flesh-colored flimsy trunks (making them look naked) with fig leaves over their private parts.  Some more daring men, however, opted to do away with their trunks for this once in a lifetime event.  I admired the men who volunteered for this photoshoot, heedless of the after math of showing off their well trimmed abs and firms butts, fats and flabs or ribs and bones for the world to see.

It was an awesome sight to see these men lined side by side, as a brigade of ready soldiers, in the green field of the U.P. amphitheater.    I sighed as I marveled at the 100 live oblation models (in unison, as if they rehearsed for a long time) raising their arms slowly, until they formed an arc; tilting their heads back simultaneously to face the sky – as the U.P. oblation statue at Quezon Hall.  What a picture perfect moment!   My husband took some video while my daughter clicked some interesting shots which I borrowed to show here.  I savored the moments and wished that the 100 oblations who modeled for the photo shoot could go back to their own colleges and work stations with renewed enthusiasm to work for the U.P. ideals of leadership, excellence and service for the country.

If there will be a 101 U.P. oblations photo shoot next year, would you allow youre husband, boyfriend, son or brother join?  Why not?

Photo Credits to my daughter:  Aleli in Wonderland

See more of her U. P. 100 Oblation photos:

http://aleligaddiroselo.multiply.com/photos/album/150/Hail_U.P._Oblation_outtakes

http://aleligaddiroselo.multiply.com/photos/album/149/Hail_U.P._Oblation

Related post: U. P. 2007 Oblation Run – from the eyes of a mom

For me,  passing the LET marks the opening of a new door, a wider path, and hopefully, a more meaningful future as a mom to “more children” in my golden years.

To all successful examinees, especially my friends Ariel (Top 7 for secondary teachers), Esmie, Jane, Mel, Tintin, Wee, and Winnie –  Congratulations!  May we be able to contribute, in our own way, our share in making a life better, a future hopeful and a world brighter — because we care enough to teach and share in the best way we can.

If you want to check LET results, you may click on these links for:  elementary school teachers and secondary school teachers.

Related blog post: http://amomandmore.com/personal/my-random-thoughts-while-awaiting-the-results-of-the-september-2008-let-licensure-examination-for-teachers/

Presently, online sites, blogs, and discussion boards related to the Philippine Professional Regulatory Commission (PRC) licensure exams are now bursting with a mix of comments from LET takers:  anxious, impatient, resigned or hopeful about forthcoming test results.  I look forward to the results also but not with as much apprehension and stress as younger examinees — because with or without a license, I want to be part of people’s lifelong learning experiences in my own capacity.  While everyone anticipates the LET results, I mull over these random thoughts.

1.  As a mom, when Aaron and Aleli were in prep, elementary and high school, was I ever concerned that their teachers were licensed?

No.  I remember I was more watchful of the way teachers understood my kids’ tantrums and moods; their show of concern when my kids were sick, forgot their lunch, or got low in their favorite subjects; their personal values/mannerisms/pronunciation and how these were copied by my kids.  I appreciated teachers who tapped my kids potentials and pushed them to perform better; who stood by them even if  they’ve not won an interschool art or science contest.  I’ve been touched by teacher who proxied for me as  loving guardians to my kids when I frequently left for office out-of-town trips.   I was mindful of teachers who were unreasonably stern, rigid and harsh; those who taught with mediocrity; and those who passed on their responsibilities to parents in the guise of school-home partnership strategies of learning.

2.   Is passing the LET a sufficient measure of a beginning or novice teacher’s teaching competencies?

No.  Personally, I think the LET merely establishes a floor — reflecting a broad range of basic knowledge, skills, abilities and dispositions –  which may help ensure that new teachers can perform responsibly with the minimal competence desirable for fresh entrants in the classrooms.   For me it should not be taken as a single measure of an education graduate’s potential for effective teaching in school.  For national standardization and hiring though, in the absence of any valid basis of competency, the LET would do for entrants.  But, it should be taken with the consideration that teaching competencies improve over time through continued practice, skills upgradeing, faculty feedback, mastery and professional development.   New teachers, just like other career newbies, are works in progress with much room to grow and improve over time.

On another angle, for oldies like me with decades of hands-on teaching experience from the work place, home and community, the LET imposes an unnecessary restraint to be of immediate help in remedying the shortage for teachers proficient in specific fields. If I were not challenged enough to have (some sort of) a passport to teaching, I would have foregone the LET since I felt it’s not practical for me to memorize general knowledge (supposedly stocked) which have changed since the time I learned them several decades back.  Though it was difficult to retain knowledge items in my short-term memory solely for LET use, I conditoned myself so I could be part of the teachers’ fold.

3.   Is it an assurance of quality teachers for the Philippine educational system?

The LET will definitely not assure the country of a pool of quality teachers.  The task of teaching is multi-faceted, complicated, and demanding and requires teachers to have a wide array of knowledge, abilities, skills and attitudes.  Teachers have to teach students new knowledge and use this knowledge together with learned skills meaningfully. Teachers have to motivate and be sensitive to needs of students with varied personalities, cultures and learning needs.  They have to plan lessons, prepare instructional aids and manage the classroom and overall learning environment.  Considering all these functions of a teacher, a paper and pencil test as the LET will never be a sufficient gauge or single measure for ensuring quality teaching.

4.   What valuable lessons did I learn from the LET?

a.   Commitment to accomplish something requires finding and making time even when there seems to be none. I scheduled at least an hour of review a day on weekdays a month before the LET; however, I met intervening activities (on top of my regular home work load) which couldn’t be deferred.  There were family concerns which had to be prioritized, new tutees who urgently needed help with their school work, and family reunions where attendance was a must for all.  I managed with quality sleep of 3-4 hours a day and loaded myself with Stresstabs, vitamin C, and food on demand.  It worked for me.

b.   I can’t do it all, I demanded for a little help. For a week, I took a leave from being a mom and wife and from home chores.  My husband and kids had no choice but  to contend with dirty floors, dried up plants, piles of dishes on the sink, and food to go (unless husband gets inspired to cook).  This gave me a liberating feeling that I am worthy of time and some leeway to accomplish what I want, of putting myself first.  For almost all times in the past, I strived to meet everyone else’s needs, demands, expectations and requests without thinking of my own (as a typical firstborn and person pleaser would).

c.   Focus is powerful in getting things done, meeting targets and even budgets. Since I tend to have multiple goals at a given time, I consciously decided to concentrate on reading only LET review materials for the review hour I planned.  For several days, this was so difficult for me since I stashed up on self-improvement books I got on bargain and just couldn’t resist opening and finishing a chapter or two of any book I lay my hands on.  After nights of dealing with my book tempters, I would be seen propped up in bed and holding my reviewer but in deep slumber.  To focus on LET review (with barely two weeks left), I fixed up a study room at my sister’s space and committed time to do nothing else but review.

d.   Cooperative learning works. Group review and practice with my resourceful and unselfish classmates (Ariel, Jane, Tintin, Wee and Winnie) made reviewing fun and learning new stuff lighter and easier.  With them, my knowledge gaps were filled, some hazy mock test items were reasonably answered, and my “just-to-pass” attitude progressed into getting higher than 75.

e.   Being alone opens up realities which we often fail to see and accept; it allows us to experience our genuine selves as we rarely do. At the LET venue, I was all alone but I didn’t feel sad.  I did not see any familiar face in the test venue, not even the shadow of some acquaintance.  I was the oldest examinee in the room (most have been through college only over the past 3-5 years).   I was the only one who wore a skirt (to shorten lost time in taking restroom trips), long sleeves  and closed shoes – since I interpreted the LET dress code to mean dressing “as a teacher” should.  I was the only one in the room who brought a big bag of snacks and drinks (as if going on a picnic with the family).   Being alone made me empathize with the stress of a third time LET examinee, feel like the mother who accompanied her daughter to her test room (and even brought meals for her during the break), and appreciate loved ones who took time to text messages of encouragement the whole day — to think beyond myself.

f.   Not all “practice makes perfect”. Reading and hearing about the corruptibility of licensure tests, I relaxed myself and worked only for a grade a little higher than 75 (a first in my life since I’ve always had a perfectionist’s tendency). This proved to be a good position to take; otherwise, I would have been so frustrated and stressed with the type of test items which came out during the LET.  (I couldn’t list the flaws  I noticed because of a confidentiality  agreement which LET takers were made to sign.) Practicing for the LET using past years’ items and commercial reviewers may not ensure a perfect score; however, it familiarizes the examinee not only with sample test items and answers but also with some human errors one would surely stumble upon in the actual test.  The erroneous answer keys, some typo errors (which made test items senseless) and items with no plausible answers cited in some LET reviewers served as simulations of the real LET.  With mock up tests,  I had an authentic learning experience in test taking which allowed me to use my time efficiently.

g.   God will lead the way. While writing this blog, I am not yet sure if I will pass the LET or not.  What I am sure of is that since I’ve done my best to review for the licensure and prayed hard enough for God’s guidance (with the help of the sisters of Sta. Clara), the LET would be an answer to my prayer for a direction to take.  Passing the LET would mean taking a new path towards the education field; else, it’s time for me to redirect my future towards other paths which continue to remain open for me to pursue.

I was sweet sixteen (but looking like Miss Tapia in thick round glasses) in 1974 when I first had a taste of UP’s nourishment for the mind, body and soul.  Passing the UPCAT meant:  breathing in fresh air as I gained a bit of independence from my parents;  liberating myself from my strict Catholic education at St. Bridget’s School and the University of Sto. Tomas High School; and embracing a whole new world of learning, of living and even, of loving.

Looking back at my college days gives me vivid memories of taking part in the tail-end days of student activism through associations with members of the Consultative Committee on Student Affairs (or CONCOMSA, a quasi-UP student council then) and the Philippine Collegian (even if I never really wrote any article for the school organ.)  Though I was just a freshman, I was lucky to have found my way in the company of some senior, socially conscious and involved students, to name a few: Diwa Gunigundo, Fermin Adriano, Tina Pargas, Etta Rosales, Lorna Paras and Zosimo Lee.  Small cell group meetings/teach-ins  taught me about the true stories behind Philippine history: American colonialism,  Filipino dissent, and the need for counter-consciousness — starting with myself.  My participation in prayer rallies made me realize the essence of prayer and unity in an era of greed, suppression and violence – giving life to the Christian values I learned in my past schools.

As a member of the UP Student Catholic Action (UPSCA), I rendered community service at Constitution Hills (now the area where the Commission of Audit is sited) and this opened my eyes to the stark poverty of people in the slums.  I still remember helping the residents of Constitution Hills gather PLDT yellow pages, newspapers and used computer paper, recycle these into bags with a little gawgaw (starch) and sell these as supot (bag) for tinapa (dried fish) in the nearby markets to buy a day’s meal.  Passing through a military check post at the entrance of the area was a breeze since I did not look like an activist as other UP community organizers have been– I appeared innocent as a petite, “totay” (young girl) student in hot pants and Happy Feet bakya (wooden clogs).  Though I liked serving the community, my involvement took a sudden halt for security reasons. God must have had other plans for me because He prevented me from going to the community at a time when all community organizers where either picked up, detained, placed under surveillance or house arrest.   A severe tooth ache which made a dental visit urgent shielded me from trouble.

UP kept alive in me — a passion to help, serve and heal others.  After the Constitution Hill incident, I thought I about pursuing my high school ambition of becoming a doctor so I could help others in a different field while ensuring that my siblings get their college education as well.  On my third year, I decided to shift from Business Administration and Accountancy (a 5-year course) to Business Economics (a 4-year course which I was able to finish in 3 1/2 years) so that I could work immediately, earn enough to send my siblings to school and eventually, go to Med School as I dreamt.  I never became a doctor because life got me elsewhere; I became a hardworking, honest and competent public servant in a public utility corporation through my early retirement.

UP did not just feed my mind with ideas and my soul with morals, UP also introduced me to love.  UP charged a UP SEMen (Society of Emancipated Men) and fellow EcoSocer (UP Economics Society) to become a silent partner as I prepared my undergrad thesis and eight years later, my chosen partner for life and father to Aaron and Aleli.

But, this is not the end of my UP story.  When I was about to turn 50, my thoughts about starting on a new journey, continuing to be of service to others and living a life of significance – made me go back to UP.  In 2007, after over 30 years away from UP, I enrolled in a certificate course in professional education and surprised almost everyone I met when I told them that my student number was unmistakably 74-03860 and that I’d like to study again.  Learning and studying with classmates even younger than my own  children renewed my zest for life: hopeful of things to come; eager for lifelong learning; and striped of shoulds, biases, hostilities and fears – ultimately giving birth to a better me, the daughter of a centenarian who would surely last for centuries more in its pursuit of service and excellence.

Today, in lieu of a happy birthday song, here’s to UP on her 100th year, a timeless song
of the love, lasting bond, and loyalty that her sons, daughters and grandchildren will always have for her:

U.P. beloved, thou Alma Mater dear
For thee united, our joyful voices hear
Far tho we wander, o’er island yonder
Loyal thy sons we’ll ever be
Loyal thy sons we’ll ever be.
Echo the watchword, the Red and Green forever.
Give out the password, to the Hall of Brave sons rare.
Sing forth the message, ring out with courage
All hail, thou hope of our dear land,
All hail, thou hope of our dear land.

or the more popular: U.P. Naming Mahal:

U.P. naming mahal, pamantasang hirang
Ang tinig namin, sana’y inyong dinggin
Malayong lupain, amin mang marating
Di rin magbabago ang damdamin
Di rin magbabago ang damdamin.
Luntian at pula, Sagisag magpakailanman
Ating pagdiwang,  bulwagan ng dangal
Humayo’t itanghal, giting at tapang
Mabuhay ang pag-asa ng bayan
Mabuhay ang pag-asa ng bayan.

Do you also feel that UP is part of what you are today?  What is your UP story?

If you missed out some updates of the UP Centennial, here are some sites which may keep you on board.  Let’s celebrate UP @ 100!

History of UP: http://www.slideshare.net/radiantview/2008-up-centennial-celebration-philippines
Official site of UP Centennial 1908-2008:  http://centennial.up.edu.ph/?page_id=29
UP Alumni News and activities:  http://www.upalumni.ph/index.html

In the midst of UP students (though I pass as one of them because of my petite frame), I felt OP (out of place) waiting for the naked Alpha Phi Omega men’s final bow at the Palma steps since most students apparently just came to see the spectacle as if waiting for: a movie star or a band singer to perform live or for a stripper to titillate one’s sexual desires or for some biology specimen to view, size-up and draw conclusions from. I was waiting to find meaning in this annual UP tradition for the past 30 years.

It was around quarter past twelve when nude, masked men came out of Palma Hall with balloons, flowers and streamers that called for the ouster of President Arroyo, justice for UP students Karen and She and the grant of tuition subsidies for UP students. I wonder why the students covered their heads and wore masks. As these men raised their streamers of dissent, I was expecting to hear shouts of student protests and criticisms and calls for action as I have experience during my student days in some mass rallies. But, I only heard whistles, then “boos” and then hollers (for not seeing much, for the very brief skin exposure time). I do not find photos worth sharing here a lot can be viewed at YouTube if you wish.

I was frustrated at what I saw, heard and experienced such that soon after, I felt thirsty, hungry, exhausted and sunburned. The more I felt OP. I felt old as well, realizing that I do not belong to this generation anymore.

Just like thousands of UP Alumni, I still value the Oblation as the main symbol of what the University of the Philippines stands for, fights for and delivers to the nation; the chosen rallying point for protests and social action; the enduring model of academic freedom, an inspiration for service and nationalism; my lifetime link to UP.

However, the 2007 Oblation Run I witnessed was just a show of bold and daring, nude men with flowers, balloons and streamers – not far from commercial TV identification plugs or intermissions to a long play. I did not see their bravery in standing up for their causes; they were speed walking, almost running, ashamed of their nakedness.

Perhaps, (I hope) the UP students I expected to see In the oblation run were just busy attending their classes, researching in the library, hearing mass or simply taking lunch. Perhaps, I have just been too engrossed with my class reading on Philippine education during the revolutionary times that I have been searching as Rizal when he said:

Where are the youth who will consecrate their golden hours, their illusions and their enthusiasm to the welfare of their native land? … who will generously pour out their blood to wash away so much shame, so much crime, so much abomination? … Pure and spotless … who will embody in yourselves the vigor of life that has left our veins, the purity of ideas that has contaminated in our brains, the fire of enthusiasm that has been quenched in our hearts? …

Perhaps, I am just a mom who expects so much. How about you, do you still see the relevance of this tradition as it was meant to be during its inception years back? Isn’t it time to rethink and plan for a more meaningful oblation befitting of the times?

]]> http://www.amomandmore.com/personal/up-oblation-run-2007-%e2%80%93-from-the-eyes-of-a-mom/feed/ 15 http://www.amomandmore.com/education/trillanes-media-arrests-curfew-in-manila-and-andres-bonifacio/ http://www.amomandmore.com/education/trillanes-media-arrests-curfew-in-manila-and-andres-bonifacio/#comments Thu, 29 Nov 2007 02:20:10 +0000 A Mom and More current eventsEducation http://amomandmore.com/education/trillanes-media-arrests-curfew-in-manila-and-andres-bonifacio/

This afternoon, I planned to do my research on the Philippine educational system during the revolutionary times, 1896 to 1899, for a group presentation next week.  But, instead of researching, I was drawn to watch on TV — the live telecast of the encampment

 of Senator Trillanes, General Lim and comrades at the Manila Peninsula Hotel after they walked out of the Makati Regional Trial Court earlier. After several sessions with Prof. Buhay Alonzo in a course on Philippine Educational System, I’ve been conditioned to watch out for learning opportunities from day-to-day experiences, from personal interactions, and from various media.

Though I am never really interested about developments in the political field, I watched this afternoon’s telecast hoping to learn something worthwhile.  I entertained the notion that perhaps I’d see a glimpse of a modern day Andres Bonifacio, a  contemporary Philippine revolution of sorts.

But here’s what I witnessed on TV:

1.      Trillanes:  an idealistic youngish military man and senator who may want reforms but has limited experience, poor tactics, limited knowledge and followers to stand by him.  

2.      Media arrests: obviously a violation of press freedom, a shameful picture to show to the world about the kind of democracy that the Philippines practices.

3.      Curfew declaration: an uncalled for move by the government; another unconstitutional curtailment of people’s rights.

Was this rebellion planned to coincide with tomorrow’s National  Heroes (Bonifacio Day) Day commemoration — for impact?

Yes, it has been over a hundred years ago when Andres Bonifacio, a poor  and uneducated man, the “Father of the Philippine Revolution”, led the Filipinos’ fight for freedom and justice and won it, ending over three-and-a-half centuries of Spanish domination.  Today, it seems another people’s revolution needs to be staged again to check our society’s ills and bring us on the road to progress. 

A passage from Bonifacio’s essay on “What the Filipinos Should Know,” (translated from his work in Tagalog) written during the Philippine Revolutionary times  could serve as a food for thought, nudge for us to think about what we could do for our country:

Reason tells us that we cannot expect anything but more sufferings, more treachery, more insults, and more slavery. Reason tells us not to fritter away time for the promised prosperity that will never come….Reason teaches us to rely on ourselves and not to depend on others for our living. Reason tells us to be united…that we may have the strength to combat the evils in our country.

Tonight, I may have lagged behind my research target but at least I’ve seen in real time how a present day Pinoy revolution starts and ends; I’ve learned how and why it fails; I’ve seen Philippine history unfold.   I felt frustrated about the waste of time, resources and people’s efforts which I have seen.  I felt irked at the government’s reactions to the incident – everything was overkill.  I felt cynical about seeing the Philippines rise from its current economic challenges soon.  (Enough of emoting, it’s time to end this post and go back to my research.

As our country experiences a crisis, can we pinpoint from among our Filipino personalities aspiring to be modern leaders – someone who can be as brave, strong and true to the cause of the Filipino masses as Bonifacio who had none of these prerequisites for most politicians nowadays: a prominent family heritage, well-funded bank accounts, viable businesses, education in foreign universities, media endorsements, and a network of influential people?

Are we back to Bonifacio’s revolutionary times, but with a different enemy to conquer? Can we expect a new Katipunan in the making? Who is our Bonifacio this time? What can we  do , as moms, to be revolutionaries of our own time, in our own homes, for the country?

For most of our parties, I handled reception and guests, games and party activities (since my family and I have long realized that I have not been blessed with culinary talents). Tonight, I am relieved as Arthur (my youngest brother) substitutes for me as the party clown-mascot. Tonight, I celebrated a passage to the next half century by “retrogressing” — enjoying playtime as I rarely did in childhood (since I spent time studying to get good grades and be a model eldest sister to my siblings). It was a chance to get physical, rough and spontaneous; to have fun, and to laugh out loud. Why not? Even my 75-year old mom joined the games.

]]> http://www.amomandmore.com/personal/turning-50-in-one-red-land-differently-part-3-games/feed/ 0 http://www.amomandmore.com/personal/learning-what-true-humility-is/ http://www.amomandmore.com/personal/learning-what-true-humility-is/#comments Sun, 28 Oct 2007 14:36:22 +0000 A Mom and More Educationhumilitynew journey http://amomandmore.com/personal/learning-what-true-humility-is/ Life is filled with paradoxes and the gospel today (Luke 18: 9-14) states one of these seemingly contrasting truths we have to live with “… for everyone who exalts himself will be humbled, and the one who humbles himself will be exalted…”

I learned how to be really humble through an experience I went through three years ago when I grabbed an opportunity to work in the USA (for a Fil-Am cousin’s school) and gave up a good local job and business. I ventured into this foreign job offer as a way out of my financial crisis. I thought that with a good track record, broad set of skills and talents, an excellent education and the optimism that I could bear all hardships for a better future for my family – I was more than equipped for work and life in the USA. I thought that friends and relatives who believed in me and even encouraged me to leave for USA would help me find some decent work. I had high hopes that everything would be easy.

When I reached California, I learned that I arrived too soon — the position offered to me was still in the pipeline, the school I thought I would administer was just being planned. But, not everything was spoilt – I was given a job as teacher cum coordinator for a satellite school for disabled American adults, mostly Hispanics. I took the challenge believing that I know my Spanish lessons in college would be enough to teach basic computers, medical terms, cashiering, hospitality and job preparation skills.

My students in Gilroy, California (the so-called garlic capital of USA) were mostly employees who have become physically disabled due to work-related accidents such that they had to be trained to acquire new knowledge and skills to be able to get back to the job market in 6 months or less. Courses were self-paced and administered one-on-one and I had an average of 18 to 20 students: 80 per cent of whom worked as construction aides, most were migrants, knew very little English and most never benefited from college education. With this student profile, I did not bother to mention my educational attainment nor my past managerial posts nor my age so as not to lord over them. Initially, this disadvantaged me since most thought that I just finished an Associate degree since I looked young, frail and petite compared to them; I seemed like a small school worker to them.

I struggled hard to fulfill my role as teacher-coordinator for the school. I multi-tasked in roles I never imagined I could take and chew. Here’s my typical day: wake up at 4:45 a.m., run to the bus stop to make it to Gilroy before 8 a.m., open the school, check if all computers and facilities are working, sweep or vacuum the floor, check phone messages, inspect if rest rooms are clean (and clean them as needed), make coffee, prepare for group lessons, receive students, teach/facilitate/clarify, attend to administrative-clerical duties and student complaints/problems and by 5 p.m., close the school, throw the garbage, clean the premises and prepare lessons for the next day and finally, no later than 7:45 p.m. catch the last trip back. What a long and tiring day! At first, I felt like complaining that I was cheated and did not expect some tasks (which the maid did for me). I wanted to scream for help. I was tempted to tell my students what I am in Manila (and not the lowly school teacher and all-around help they see). I wanted to cut my stay short. But, I am not the type of woman who easily gives up. I did my best.

In my moments of silence, I realized God must have called me to California then to teach me lessons in life, among them: to be humble as Christ when He served others even if He was the Master and Teacher of all; to accept others’ dignity without prejudices and masks even if I knew I was better than what they thought; and to acknowledge that I am nothing at all without God’s guidance, providence and love.

By being humble, I have found my purpose for being part of the school (even for just a while), another path to take (teaching) and a way to the hearts of my students who have become newfound friends and brothers to me through this day.

Early morning breakfast at McDo, as Ma’m — I met Ade (not her real name), our ever-loyal, hardworking and longest running assistant (a. k. a. “super alalay”). I have known her for almost 20 years now. We first met when she was a senior student at UE and was assigned to be my student-trainee. After graduation, she came in time for work as office assistant to handle my first post-retirement job (as independent manager for Sara Lee). Later, I stood as a witness to her wedding nine years ago (though I advised her to rethink her decision even when we were already in the City Hall’s courtroom). She became the breadwinner in her family, as expected.

When we met, she confided about wanting to leave the country for economic reasons – for the sake of her only son’s future, even willing to find a new partner and to ask her husband to set her free. What advice did I give her: stick with your husband for better or for worst? make sure to hook a good, old, rich man? make up your mind? think again and let’s talk it over?

Mid-morning at a dental clinic, as Mrs./”older” mom – I met Dra. Marissa (not her real name), the dentist for HMI at our area. This was a long overdue dental visit because Aon’s school work made interruptions impossible. What we expected as a 15-minute routine dental cleaning turned out to be two hours of multiple dental fills, a tooth X-ray and a surgery for a fully decayed molar. Dental treatment for Aon ended at 12 noon, so, I thought the dentist will take a lunch break before she attends to me but she didn’t..

It seemed like a working luncheon meeting for me because while on the dental chair, the lady dentist took her time to share with me her challenges as a single mom to her 7-year old son whom she called her “living diamond.” Her concern was: choosing a good school for boys which is not too far from her place, tuition fee not too high, and low incidence of bullying and minimal exposure to gays. Her choices: Ateneo, La Salle, UP, or Claret. She voiced her views about this schools. I told her mines based on our family’s preferences and biases, my husband, son and I having been students of these schools for different courses and at different times in the past. I know the criteria for choosing a good school depending on the student’s capacity and learning style and other variables, but am I competent enough to influence our dentist in making her choice? I wish I could help her.

Late lunch at TOSH, as a classmate and old friend – My third “meeting”. Upon entering the restaurant, I saw a familiar face, a friendly smile, a nod and hand gesture of recognition. Yes, despite the passing of time (over 25 years), we remember people who have touched our lives in a special way. I was sure who he was – Romy Nones (this time, name for real), one of my favorite and best group study mates at DLSU Business School in the early 1980s, a soft-spoken engineer from UP who charmed ladies in class with his boyish charm, good nature and intelligence (but who got married earlier than most of us). I felt happy when we met face-to-face in the rest room corridor of TOSH and were instantly able to call each other correctly by our first names. Romy was with his brods planning for frat activities for the forthcoming UP Centennial in 2008. I took the chance to introduce Romy to my family and what a small world: his daughter Monica and my son Aon are friends at Ateneo.

We exchanged cell numbers. Unexpectedly, I’ve barely reached home when I got his text: Alice, I was really happy to see you after such a long time. Kudos to you for having a nice family. And a follow on text: I know we will see each other again soon… (after we exchanged emails).

My three meetings today filled me up: no, not with dental filling nor McDo’s pancakes nor TOSH’s pasta negra and cheesy pizza. I felt full knowing that – even if I haven’t reached my planned destination as scheduled, there is hope that my new journey will bring me to better paths where I may still fulfill my life’s purpose. Today’s three meetings have given me the assurance that I CAN be a more than a mom.

We parents are our kids’ first teachers and their permanent learning partners, mentors and coaches. How can we enrich our kids’ school experiences and help them learn better? Just like me, most moms have their own careers and many have not been trained in child psychology, teaching and learning techniques. Also, a lot of moms lack time and energy to teach their kids after a long day’s work. Thus, we hire tutors to pitch in. We may afford tutors but we still feel guilty for not personally teaching our kids.

So, to have time and energy for them, at 37, I retired at the peak of my career as corporate planner. Not every mom can take the plunge I took thirteen years ago (and I won’t advice anyone to do as I did either). But, all moms can teach their kids at mom’s own pace and time and with little extra cost. By being creative and sensitive to our kids’ interests and seizing moments with our kids just about anywhere, we can give them a richer learning experience which no school in the world can match.

Here are some activities I tried with my own kids to serve as idea generators to get you started with your own activities. (If I had earlier thought these would pass for “education” efforts on my part, maybe I’d still be employed till now. But, no regrets – I’ve happily been with my kids through times they’ve needed me most.)

1. Fill your home with books and magazines to open windows to reading and a love for books.

Even if your child can’t read or is too young to understand a written page, pictures in books can serve as talking points for teaching him/her about things, people, places and events.

2. Introduce you child to the daily/weekly newspaper or to a monthly magazine.

Begin with a section which will spark curiosity or attention. You may start with the comic page, the local/world news, food, entertainment, sports or a section written by young writers. Tell your child about a photo which catches his interest or ask him what he thinks the photo is trying to portray or ask him to check the weather forecast. My kids regularly checked for what and where family movies were shown.

3. Share the fun, discovery and satisfaction of planting, tending or fixing something together.

If you enjoy gardening, plant potted herbs and cactuses, care for flowers or grow vegetables. You may borrow or buy a book on plant care and read it together. Through gardening, children learn patience as they wait and see a seed become a sprout then a bigger plant with a flower or fruit; how sunlight, water and soil interplay to keep a plant healthy; and may be more willing to try veggies which he helped raise.

A father and son wash-the-car together weekends can teach a son how to dust the car interiors, remove mud on the tires, control water flow from a hose or apply car polish properly (even if it may mean having dad redoing the job in the beginning.)

4. Go outdoors together in the beach, farm, forest or park.

Having visual-auditory kids, I found the outdoors to be a wonderful classroom. At our family beach outings, my kids could spend early morning till the sun sets just digging with their plastic shovels, forming various shapes with their sand molds and building sand castles to their own delight (without minding the sunburn that they do mind now). For toddlers, aside from developing their grip, sand play also gives them a semblance of control (to build their confidence and self-esteem). For older children, building sand castles tickle their imagination and help them get a feel of engineering concerns as building foundations, materials and structures. For a teener, have him cup sand with his hand and observe what happens to the sand when he grips it tightly and loosely; this can be a concrete example of teaching a teener how to handle friendships and relationships (too tightly or too loosely would be bad).

When visiting relatives in the province, pass by a farm and make your child ride a carabao or a horse or bring him to a poultry (where he can see how eggs are made to hatch into chicks). Or when in the highway, show your kids how rice is grown so they wouldn’t be as naïve as my 2-year old son who candidly remarked as we passed by the Pampanga rice fields “Wow! Mommy ang ganda, ang taas at ang green ng grass nila dito.” (… how beautiful, tall and green the grass is here.)

Hike in a nearby forest or a nature park. Have your child identify different plants and trees by their leaves, stems, bark and flowers. Hiking forest trails and mountain paths would give our kids a better understanding of some landforms they learn in school. During the hike, kids could collect different kinds of leaves, press, paste and label for use in a scrapbook or a bookmark.

Enjoy the stars on a clear night. You only need a blanket to lie on with your kid. You can do this in your garden or at the park and teach your child or ask him to identify the star constellations he can see.

Go camping. Reminisce your girl/boy scout days and tell stories about your younger day. Have a bonfire and cook dinner over the fire with kids doing their own barbecues. Sleep as a family in a tent and enjoy simple pleasures of outdoor living while teaching them about how people used to live before the birth of electricity, water systems, toilets, microwaves and telephones.

5. Join your child in cyberspace and learn together.

Play games with your child, direct him to online educational sites or ask him to make greeting cards sor family and friends on special occasions. (In my case as a techno-newbie, my kids have to teach me so I can catch up with what they’re doing on the web.)

6. Visit exhibits and museums together.

Check-out free or reduced-prices for students. Have kids try interactive exhibits, attend an art appreciation workshop, and get free leaflets about where they’ve been to and seen with you.

7. Involve your kids in home crafts which you also enjoy.

Crafts boost a child’s creativity. For younger kids, you may buy craft books or magazines and ask them to read, gather materials, follow directions and complete their craft project with your help. My daughter saw me doing Christmas decors for sale when she was in pre-school and tried to design her own décor. Subsequently and as time passed by, she was making her own greeting cards, give-aways, trinkets and toys. She now writes a do-it yourself column in a girl’s magazine “Jam” and designs art projects, part-time, as a pleasant break from school routines.

8. Bring your children to the grocery, mall and bookstore to learn math and budgeting.

Give your child a spending budget for personal and school needs. You’d be amazed how a child who says he hates math, performs poorly in math or has math phobia could find practical items to perfectly fit his budget.

9. Encourage your child to imagine, dream and play “make believe”.

Ask him to sit down, relax, close his eyes and fantasize what he wants to do, to have or to become someday. This enables him to learn visualization in a fun way and as a student, condition him to perform well in school to get what he wants.

10. Use puzzles, card, trivia, memory and educational board games to teach your kids.

Puzzles exercise our kids’ minds, promotes logical thinking, pattern recognition and language development. Card, trivia, and memory games can help our kids master math, science, reading and history and expand their vocabulary as they get entertained along the way. Online games may also be used as learning tools but these should be played with parental supervision, under time limits and only for kid safe sites.

11. Encourage your child to doodle.

Doodling expresses through symbols what is in our child’s unconscious minds. They can doodle anytime, anywhere: while waiting for the school bus, in the car, on long trips or while sitting in any passive environment. Doodling unleashes a child’s creativity and also gives us clues to some of their day-to-day emotional conflicts or unexpressed feelings (which we can help try to solve).

12. Create humor in your child’s life.

Be spontaneous in using humor when your kid goes through or has to deal with a mental, emotional or physical problem. Just like magic, humor allows our kids to see hope and the lighter side of life; thus helping them successfully cope with difficulties they may face as kids and when they become adults. We can cultivate their sense of humor by asking them to share funny stories in school (when in a traffic jam), to make up their own “Knock-knock! Who’s there?” or enjoy comic books

Try these tips and see how teaching your child could be effective, meaningful and fun for everyone. Fashion your own exercises, design your own classroom setting and squeeze out your creative juices. Yes, moms can be teachers without really getting an education degree and getting trained to teach – we just need smart moves and lots of love. In Albert Einstein’s words “Imagination is more important than knowledge. For while knowledge defines all we currently know and understand, imagination points to all we might yet discover and create.”

Yes, mom, you can enrich your child’s learning and be the best teacher your child can have in his/her lifetime!

“Long-term and persistent efforts to achieve do not come from the head; they come from the heart.” – Johnson and Johnson, 1989

I have just finished reading researches on cooperative learning (for my EducPsych report for Prof. Olegario’s class) when my daughter Aei comes home in the verge of tears because of her frustrations with what’s going on in one of her group projects. She felt overwhelmed at the remaining tasks she still needs to do given so little time to pitch in for some group mates not living up to their assigned roles. Multiply this scenario by five for her five other subjects requiring group projects and you can just imagine the stress she has to take (and the adverse spillovers of this stress on me and the rest of the family). She doesn’t verbally complain (like I do) but she becomes wordless, grows grumpy, gives blank stares and cries in front of her computer as she finishes her work till the wee hours of the morning, sometimes waiting for other classmates’ inputs through emails. Often, she wonders why the need to work with group mates which are assigned by her professors rather than to have the freedom to form a work group with her college friends with whom she is more comfortable with.

Good for me, during my time at UP (three decades ago), we were given the choice of working individually or with a partner. I recall having opted to work by myself aside from considering my mom’s prohibition from sleeping in others’ homes and staying out late when working with a group. In doing my undergrad thesis in Econ, while most paired with a friend or an organization mate, I worked solo (with a “silent partner”).

Like mother-like daughter, huh! Yes, since I didn’t know then what I was missing by working alone.

Now, having read much on cooperative learning, I’ve appreciated and explained to Aei why she should learn to live and like group work in class not just because she is forced to since cooperative learning has been proven by thousands of researches to result in higher academic achievement, better problem-solving skills, and improved self-esteem but more so because it enhances interpersonal, leadership, and communication skills, and promotes creativity, greater compassion and patience for others – the skills and values which we as moms wish we could impart to our kids.

Here are some bits and pieces on cooperative learning: a strategy which I will use in class (if ever I formally teach for an nth career) and apply at home — my everyday classroom as a mom-learner-teacher for over 22 years now.

1. What is cooperative learning?

“Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each others’ learning.” (Johnson, Johnson & Holubec, 1994)

Simply put, it is when students in a class are split into small groups after receiving instructions from the teacher. Each member of the group takes on a particular role to fulfill a collective task or assignment. As in a jigsaw, each piece—each student’s part—is essential for the completion of the project or the learning of the entire lesson. This strategy is based on synergy (where the interaction of two or more agents or forces creates a combined effect greater than the sum of their individual effects): people learn better when they learn together. Cooperative learning methods commonly used in the classroom are: learning together, jigsaw, team-games-tournaments, think-pair-share or dyads, brainstorming, graffiti, group discussion and group investigation. We and our children probably have been exposed to these learning methods without really having been told what they are called by educators. See http://www.co-operation.org if you want to read more on cooperative learning.)

In the home scene, this may take the form of moms teaching small kids about values and household chores. For instance, if our goal is to teach our kids to be neat and tidy and help with household chores, we can assign a younger child to just pick up toys and kid stuff strewn all over the house and put it in one big box or basket and then, ask an older child to classify things appropriately on the basis of their use and supposed storage place in the house.

2. What essential elements are needed for cooperative learning to succeed?

a. Clearly perceived positive interdependence. In class, individual student effort is required and indispensable for the group’s success. In the family, a culture of interdependence may be nurtured as family members sincerely enjoy being together, share beliefs and values and work together to solve problems or seize opportunities. Interdependence is an all-for-one and one-for-all attitude rather than a sink-or-swim orientation.

b. Considerable face-to-face interaction. This could be seen from students exchanging information, lessons, materials and resources for mutual benefits. At home, this manifests itself in effective communication between husband and wife, father-son, father-daughter, mother-daughter, mother-son, sibling-sibling and so on. It entails emphatic listening and understanding with one’s heart for needs and feelings which sometimes cannot be expressed in words.

c. Clearly perceived individual accountability and personal responsibility to achieve group goals. The classroom setting would require a test to ensure that individuals contributed their share to the group assignment and that there was no hitchhiking or social loafing involved. There are no tests or grades or rewards at home. Moms and dads have permanent 24/7 lifetime roles to play in their families and they can learn, work and have fun together with their children to attain their family goals.

d. Frequent use of interpersonal and small-group skills. In school and at home, cooperative learning can take place when each one gets to know, trust and respect each other; accept and support one another; resolve conflicts (if any), communicate effectively and forgive others who may have erred along the way and start anew.

e. Frequent and regular group processing of current functioning to clarify and improve the group’s future effectiveness. In group projects, feedback, clarification and refinements of working relationships and behaviors help the group remedy any weaknesses and deficiencies which may affect the group’s performance. In the family, learning together can mean one-to-one special dates between mom-dad and parent-child as well as a family time/hour/night or family council times where the whole family may review their calendar of upcoming events and their budget, discuss issues, teach lessons, make suggestions, come up with group decisions while enjoying each other’s company.

Obviously, ingredients which make cooperative learning a success are the very same elements which help foster effective family culture at home (our classroom for life) and on a still broader sense, the same factors which prepare students/children for family life, the workforce, and a democratic social order. This follows since cooperative behavior stimulates not only the learning of cognitive skills but affective or social skills.

At this point, given a choice among the three ways by which children can learn in school: competitively (in a win-lose battle in class for the highest grades), individualistically (in an independent pursuit of a standard of excellence) and cooperatively (in a group aiming for collective benefits), I would go for cooperative learning, to the extent possible.

My daughter Aei who finds it more efficient to work alone, who is lucky to always have a free rider or an abrasive personality or a loner for a group mate, and who wishes to have her choice members for her team – would just have to realize the need for study partners, adjust and even be thankful to her UP profs for using cooperative learning which teach her not only HOTS (higher order thinking skills) but heart and life skills which she would surely find handy when she graduates, start a family and go through adult life.