THE ESSENCE OF MAN

My Lenten Reflection

A lot is happening around us. Natural disasters have not been as common now as before. Crime is high, and so does inflation. Wherever you look, it seems as if nothing good exists anymore. I just read a book that talks so much about our stimulus-response action. According to what I have read, there exist a space between stimulus and our response, and in that space lies our choice. The freedom and the power to choose is our birth gift. Everyone has this power. Whatever bad stimulus hits us, our response is determined by our choice. Hence, we are not supposed to be affected by all these negative vibes around us. However, they have adverse effects on us because of our bad choice for a response.

CLASSROOM MANAGEMENT - WHAT ARE NEW?

Notre Dame of Dadiangas University Experience

Last April 15, I was in General Santos City. I was invited in NDDU through Phoenix Publishing House to talk about Classroom Management. The school was big - PAASCU accredited Level II. The teachers were very amiable and appreciative of what I shared. My schedule was loaded I was not able to see around GenSan. I did not get to see Cong. Pacquiao too. He was busy preparing for his fight with Mosley. I though lived very close to Jinky's Boutique. I was billeted at Ice Castle Hotel. With this post is my picture inside the hotel's room rehearsing my pesentation. Below is the description of my presentation.

SEMINAR TITLE: Classroom Management in the New Learning Economy

GENERAL DESCRIPTION: The seminar is a full day interactive lecture aimed at improving learning acquisition through enhanced student-teacher interaction in an effective learning environment.

GENERAL OBJECTIVE: To enrich teachers with both contemporary and time-tested classroom management strategies for the learning environment of the new economy

SPECIFIC OBJECTIVES: (1) To re-acquaint teachers with the four elememts of classroom management (Marzano), (2) To familiarize the various behavior influence techniques used to effect order and discipline, (3) To prevent and deal with unwanted behavior inside classrooms of the new learning economy, and (4) To identify teacher roles in helping students become effective persons

PARTICIPANTS: Besides regular classroom teachers, academic heads and the different subject area coordinators may benefit from the seminar. Christian Living teachers may join to provide additional input in terms of the Church’s teachings on discipline.

ACTIVITIES: Meaning-making engagement on the following topics: Content, Conduct and Covenant Management; Mind/mental Set: Withitness and Objectivity; Physical Aspects of Classroom Management; Preventing and Dealing Unwanted Behavior; and Classroom Discipline Models

I WAS IN NAVAL, BILIRAN

UBD Workshop in Cathedral School of La Naval

Last April 7 to 9 I was in Cathedral School of La Naval in Naval, Biliran. I was invited by S. Joy, the principal, and Sir Victor, the academics affair head to conduct a seminar-workshop with the teachers on UbD. My stay was fruitful and very rewarding. I was able to rest but at the same time inspire the teachers to write their unit plans for the incoming academic year. CONGRATULATIONS CSN!

FOREWORDS FORETHOUGHTS

Fear Not My Friend

When people are confronted with things that are new, this causes fear. By nature, we are afraid of anything new because it agitates the status quo. However, it is only when we are threatened that we fight back, strive harder to survive. When you started English I with me, I knew you were afraid. You have so many apprehensions. That was not really my intention. All I want is to challenge you to work harder, aim for more than what you already have achieved.

I know now that all your apprehensions before, all your fears are baseless. If you have faltered then and gave up, you would not have achieved what you have accomplished now. You have realized that you are no longer the same naïve person who first stepped in SMA nine months ago. With sheer effort, patience and diligence, you have overcome your fears and reached more than what you could imagine last June. You have proven to yourself that with the right motivation, support from your parents and determination you can do things. You have the power to create.

Each of us is endowed with talents and skills. These are God-given gifts for us to enjoy life more the way He wills everything to be. I am very happy that young as you are today, you have realized that you can do so much if only you believe in yourself. Nothing is impossible. Always believe in your power to create. You may have done wrong, but you also have the power to rectify yourself. I hope these new insights about yourself will bring you more successes and happiness in life in the future. I hope you will continue to nurture your giftedness, your skills. Hone them some more. The world is yours… and it will be yours… tomorrow.

ALL IN HIGH FIESTA SPIRIT

300 Years of Inspiration from St. William of Aquitaine

Dalaguetnons have always been known to be deeply pious and religious. Our piety and religiosity went back many years ago when the Spaniards first came to our place. With the inspiration of San Guillermo de Aquitania, Dalaguete has progressed a lot in all aspects of life. The people have become more mature in fulfilling their respective roles in the community. Economically, the town has grown from a lowly fourth class municipality to second class in less than three years. In a cycle, this growth has created more jobs and built more infrastructure which paved more development. These were all accomplished because the people have been steadfast in their faith for a better Dalaguete. This unwavering Dalaguetnon piety and religiosity are inspired by the examples of Sr. San Guillermo.

Dalaguete would not have been in all high spirits today if not for her people. The Dalaguetnons themselves have played a tremendous role in placing Dalaguete where she is now. The farmers in Mantalongon and in other mountain barangays continue to labor, breaking backs to provide the municipality green gold for her coffers. Young professionals always come back to Dalaguete, start their productive lives bringing in more income to the place. The elderly remain active, the retirees continue to work for the good of us all providing the younger generation with the best examples of how age intermarries with success and fulfillment. The wealth of Dalaguete first resides on her people. If not for these hardworking and gallant women and men, Dalaguete would not have been as productive as she is now.

Because of the industry and resilience of her people, Dalaguete has continued to soar up high in terms of economy. In just a short time, the municipality has gone up "high class". Income-wise, the town is doing very well - earning so much from the produce of the land. We are still one of the major vegetable suppliers of the region. Income has also gone up because of the more intensive, effective and efficient revenue collection. Because the Dalaguetnons are now more capable of spending more, their spending pattern and habit have also helped a lot the local economy. Coupled with wise spending and proper planning, Dalaguete and her people will continue to soar high, that becoming a city would never be a dream so far.

Standing in one corner, one is able to see as many as three bakeries in Dalaguete. A lot of buildings sprouted in strategic locations. New roads are opened and old ones are concreted. Now the town has a decent plaza and safe place for children to play. The government exerted much effort for infrastructure to grow with the people. Because of the income provided in by the people, the local government is able to give back to the people in terms of infrastructure projects which will further boost the economic and socio-cultural status of the town. The newly refurbished cultural and sports complex will surely be the envy of other municipalities in this southern part of the province. This is just to name some, but with the people's continued patronage and stewardship of what the local government has done so far and built, we definitely will go a long way farther.

It would have been regrettable if I had left Dalaguete to earn my keep somewhere else. Looking at where she is now and being able to experience personally the pains, the excitement and the victory she has been through always brings back memories and a tear or two in my eyes notwithstanding the awkward lump in my throat. Through the years, I have seen my hometown flourish into one economic hub in southern Cebu because of the the diligence and resilience of my fellow Dalaguetnons. These traits inspired by the life of Sr. San Guillermo in turn give the town's economy a great push resulting to development in infrastructure which we ourselves enjoy today, and hopefully for next generations of Dalaguetnons to come. Celebrating 300 years of grace and pride, Dalaguete and the Dalaguetnons indeed have come a long way through.

LOST IN MORE THAN TRANSLATION

Filipinos Kill the Time

Time is gold. It has never been silver nor bronze. It has always been gold. That is how people before value every ticking seconds of time. The absence of accurate and fast technology to tell time could have been a cause why people of the olden times put so much premium on time. Today, the value of time is as golden as before. Ride an airplane that brings you to your destination late, and you may miss great business opportunities. A doctor on the operating table always will say that every second counts for the patient under a knife. But wait...! Do not ever mention time to most government officials. Most of them with time suffer mast cell overload with histamines.

I did not know that some important government officials and politicians would grace the opening of the Agri-Business Fair situated in front of UV. Our students were there, I thought, to look and see what the fair was all about. When I walked out the gate, I saw that they were still outside. They were not allowed to get inside because the ribbon has not been cut yet - the fair has not been declared open to public. But how long they have been standing outside, I did not bother check the time. The government official to cut the ribbon has not arrived on time (read as late). I heard that the fair was supposed to open at 9a.m. Sadly, time has never been gold at all this morning. I want to be fair though. Maybe the government officials to cut the ribbon had something more important to do than manipulate a pair of scissors to cut a rafia declaring the key chains inside to be devoured by the all-eager grade school pupils.

Well, what is new? I was asked to be one of the masters of ceremony in a fiesta event way back time. The program was scheduled to start at 9p.m. We were able to sing the national anthem at past 12 midnight. Sorely, the invited guests to crown the less-happier queen started his campaign trail inside the house of the mayor. I remembered to be wearing a blue suit then. I thought it turned black with sweat waiting for the old politicians to crawl their way to the cultural complex. Why invite politicians from outside town to grace affairs that our people have labored so much to perfect? They were a shining and golden example of Filipino time - the time that does not just stand still but kill. I was really lost in time.

WRACKING BRAINS, BREAKING BACKS

Writing UBD Units all for Enduring Understanding

For four days, eight of us teachers together with our Directress embark on an epic journey of a life time - we have been ubidized challenging our gray matter in writing UBD units for all subjects for the next school year. Worse, because there were so many English teachers, I got to write for Grade III Computer. One of the evidences is as follows:

Sample UBD Unit
First Quarter: The Computer
Unit 2
Topics: Elements of the Computer and How the Computer Works
No. of Meeting: 10 days

Stage 1
Goals
1. To distinguish the important elements of the computer
2. To analyze how the computer works

Essential Questions
1. Why should different parts of a system function as one?
2. How does the computer function?

Essential Understanding
The pupils will understand that…
1. Every part has an important role in a system.
2. The hardware, software and people ware support each other for the computer to function.

Transfer
The pupils, in the long term and on their own, will be able to…
• Participate actively as members of the family, the Church and the community by fulfilling duties and responsibilities (Communion)

Knowledge
The pupils will know…
1. Classification of the basic elements of the computer
2. Sequence of the data processing cycle
3. Different elements of the data processing cycle

Skills
The pupils will be able to…
1. Analyze the function of the elements of the computer system
2. Trace the data processing cycle
3. Investigate the cause when the computer fails to function as expected

Stage 2
Performance Task
The pupils will need to show their learning by …
G – Demonstrating the functions of the different elements of the computer and tracing the data processing cycle
R – Demonstrator /lecturer during the Science and Technology Fair
A – Grade III pupils from public schools
S – The school planned for a Science and Technology Fair. The Grade III class was grouped and assigned to demonstrate the functions of the different components of the computer. Afterwards, the group will trace the data processing cycle.Each group has to prepare visual aids and necessary materials and equipment for the demonstration.
P – Lecture-demonstration of the elements of the computer and the sequence of the data processing cycle

Wholistic Rubrics
Where performance is judged in terms of …
Content of the demo – 35%
Manner of presentation – 35%
Effective use of visual aids – 15%
Use of appropriate computer realias – 15%

Other Evidence
Short quizzes
Draw and tell
Unit test
Academic prompts
Situation analysis

Stage 3
Learning Activities

DAY 1 – Introduction to the Elements of the Computer. Show the students a short clip either from The Matrix I, The Rising Sun or Enemy of the State. The short clip should be able to show the three basic elements of the computer – hardware, software and people ware.

Ask the following academic prompts and process the answer of the pupils:
1. What capabilities of the computer were shown in the movie clip?
2. Why do you think were the computers capable of doing so?
• Deepen answer to this second prompt and lead the class to reflect on the two topical questions:
a. How does the computer function?
b. How are the elements of the computer classified?

Assign the pupils to research on the answer of the foregoing topical questions. In a creative manner, introduce where the unit is heading and what are the topics to be taken up for the next 10 days. (H,W)

DAY 2 – Meaning-making: Computer Elements and Functions. Start pupil interaction by asking again the two topical questions. Facilitate pupil to pupil interaction based on the different answers given. Note prior knowledge and misconceptions about the topics to be taken up. End the day’s activity by making clear to the class the performance task to be accomplished at the end of the unit. (H,E1,E2,R,T)

DAY 3 – Computer Elements and Component Devices. Run the movie clip again showing the three basic elements of the computer. Using drawing materials, the pupils will illustrate the different component devices of each element of the computer. Facilitated interaction and discussion follow using the output of the drawing activity. Short quiz may be given to assess understanding of concepts taught. (H,E1,E2,R,T)

DAY 4 – Data Processing Cycle. Review the elements of the computer system. Through a cartoon drawing, ask the class to analyze the sequence of processes that take place in most of our daily routine activities. Introduce the data processing cycle. Have the pupils compare the data processing cycle to the sequence of activities we usually do every day. Assign each pupil to think of one more human activity that follows similarly the steps of the data processing cycle. This is to be submitted the next day, illustrated and captioned. (E2, E1, R)

DAYS 5 and 6 – Transfer: Data Processing Cycle. Small group reporting on the identified human activity that follows the steps similar to the data processing cycle. After the group interaction (Day 6), the class summarizes the concept of the data processing cycle by presenting it using various graphic organizers. Ask the pupils to be creative and colorful. (E1,E2,R,T)

DAY 7 – Computer System Breakdown. Making meaning of the elements of the computer, the pupils will analyze which elements and devices go with which step of the data processing cycle. Create scenarios of computer system breakdown and ask pupils to explain which element or device is responsible for the computer failure. Let the students reflect on the role of each part or member for the success of the group. (E1,E2,R)

DAY 8 – Administer a unit test covering all the topics discussed. Evaluate result, check understanding and correct misconceptions. Ask the class to prepare for the rehearsal of their performance task the next day. (E2,R)

DAY 9 – Feedback: Performance Task. Go through the performance of the assigned task of each group. Affirm obvious signs of understanding and give constructive feedbacks to improve weak areas in the performance of the assigned task. Be clear with the procedure and order of the presentation of the performance task demanded. (E2,R,T)

DAY 10 – Performance Task. (E2,R,T)

OF THE GARDEN OF ROSES

Knowing Myself Inside and Out

I grew up not with happy childhood memories. Fortunately, I was less affected by these haunting memories. However, there were times that these haunted me back. I should not have myself drowned by them. It has been my constant struggle to stay afloat. I would sometimes be so depressed that my feeling of doom stayed with me even for more than a week. Even if how I looked at things and circumstances positively, I would still be sad of these situations that I could hardly get out of them. I always ran away and never faced them squarely like a brave man that I should have been.

Until I met Julian. He started with a fable which took place in a garden. The garden according to him is my mind. If properly nurtured it could bloom in wondrous shades of color. In order for me to move on from my past, I have to change first my perception of things. There were just too many negative thoughts I am carrying between my shoulders. They have been wearing me out constantly and fast. I should control my mind before it will fully enslave me into oblivion.

There were three important things I have learned in the garden: focus on the heart of the rose, think in opposition and see myself clearly in a glass lake. I have to exercise my control over my mind. I should not let the external environment rob me of my clear thinking. I should see deeper more than just the rose bloom. If, however, negative thoughts and feelings start to overwhelm me, I have to think in opposition of these thoughts and feelings. See things in different angle, clear my perspective. Lastly, I should not forget to look at my reflections in the glass lake. These are reflections of my dreams - not who I was before, but who I am today and how great I can be in the future.

SYLLABUS, SYLLABI, ALIBI...GOOD BYE

Praise the Good Teachers

We are on the second day of re-engineering our curricular offerings both in grade school and high school. We have been doing this for quite a while. It was however only this school year that we have become zealous of it. I believe that a good teacher should come with a functional discipline curriculum which is manifested tangibly by the syllabus. Most of the seasoned teachers have understood the necessity of good planning and well-thought syllabi. The younger teachers also thought the same. Sadly, others feel otherwise.

Some new teachers did not join us for this morning's brain-wracking curriculum re-engineering exercise. I appreciated those who arrived earlier than 8 - I arrived 5 minutes later. The air conditioning system was on its way humming cold when I entered the computer laboratory. Some teachers were already in front the computers coding their new syllabi. I was happy. As minutes passed by, I have come to conclusion that other teachers would not be coming. I was disappointed because these were the teachers who have not done anything yet nor were serious of what we were doing. During the yearend evaluation, they did not get a good rating from me. The school was compassionate though to give them one more year. However, good bye would have been better.

Saying it is hard to prepare the syllabus because the process was only partly taught in college is not even an alibi. It is downright self-denial of one's authentic self. When a teacher does not know who he is, what his duties are, that person does not belong in school, and actually cannot claim to be a teacher. There are so many teacher graduates who were trained to become teachers but lack the attitude of a real teacher. I have seen so many, and this has more than saddened me. I was alarmed that there are people who are like them, and are actually in school supposed to be mentoring young minds. No wonder education in our country is going down the drain. The only consolation I had later today was when three of my former students visited us. They were not the best minds we had, but they turned out to be excellent in their chosen degree programs. We have had prepared excellent syllabi before, therefore.

FOR DESIRE OF ORDER

Formulating Classroom Procedures

I know I have not been so regular in posting entries. I still love to put into writing my thoughts - mostly my pain. It's just that this year has not been as bad as before. There were still rough roads along the way but not as bad as before. My work as HS principal has even become more difficult, more demanding. However, I am more focused now and do not dwell on the negative vibes. Today, we were done revisiting our classroom procedures. For the desire of order, we have to be very clear of our classroom SOPs. We have to make these clear to the students on the first day of class because we mean business - really!

The HS and GS faculty members joined together today and met for this noble endeavour. We were able to rewrite 15 very important classroom routine procedures that need to be understood by heart among our students. Here are some of them:

ROUTINE PROCEDURE FOR STARTING THE CLASS
1. Stand for the prayer.
2. Greet the teacher; wait for the response.
3. Align the chairs and pick up pieces of trash and then sit down quietly.
4. The class beadle reports the attendance of the day. The teacher acknowledges the report.
5. Listen and participate well in the discussion.
6. Once the discussion has ended, keep all things away and be ready for the prayer.
7. Remain seated and silently wait for the next subject teacher.

PROCEDURE FOR CLEANING THE ROOM AFTER CLASS
1. Once your classmates are out, the RT prepares to clean the room.
2. Erase the writings on the board, wipe the chalk ledge and get rid the back of the board of unnecessary things (books, notebooks, etc).
3. The girls start sweeping from front to back; the boys alternately move the chairs by row.
4. The girls continue sweeping outside as the boys arrange back the chairs.
5. Prepare the board for the next day by wiping it with damp cloth.
6. Empty the garbage bins, clean it, and place it back in the classroom.

PROCEDURE FOR LEAVING THE ROOM TO GO HOME
1. Stand and prepare for the dismissal prayer.
2. The person closest to the door will go out first by row. The first three rows will go out first by the front door; the remaining rows will go out next at the back door.

PROCEDURE FOR FORMATION FOR THE FLAG CEREMONY
1. Once the bell rings, proceed right away to the assigned place for the section.
2. With the cue from the Sgt. at Arms, arrange yourselves alternately into four columns, two for ladies, two for boys.
3. Listen to announcements and wait for the prayer leader to begin.
4. Join the community in praying and then...
5. Sing the National Anthem well. Stand on both feet, and place your right hand over your left chest.
6. During the oath, raise your right hand forming right angle with the body.
7. Refrain from making unnecessary movements and listen to the Gospel of the day.
8. Keep quiet and reflect on the Gospel, placing your hands clasped together in front of your chest.

PROCEDURE FOR GETTING BACK INSIDE THE CLASSROOM
1. After the Gospel reflection, listen to the cue of the teacher manager to go back to the classroom.
2. In single file and with your hands clasped over the epigastrium, bow your heads and start moving back silently to the classroom.
3. Once inside the classroom, remain standing by your seat, wait for the teacher to cue for the prayer.
4. Take your seat quietly after the prayer and the greeting, and prepare yourself for the class.

SUMMER UbD SEMINAR-WORKSHOPS 3

Bukidnon Highlights

I went also to Bukidnon and shared UbD to teachers in Holy Cross and Sacred Heart HS. In both schools, the teachers were appreciative of my effort to incorporate their respective school vision to the curriculum. I also highlighted the core values to the delight of the administrators.

Doing my work...delivering what was expected

Makabayan teachers doing "media bias"

English teachers doing the different stages of UbD

Consultation with the coordinators

Was appreciated with a certificate given by S. Lucy

Quite a big group but very participative

SUMMER UbD SEMINAR-WORKSHOPS 2

Camiguin Highlights

I was also in Camiguin to give the same seminar-workshop to two schools. These were Fatima College of Camiguin and the Columbia St. Michael's Parish High School. My trip to Camiguin became extra special because it was also my first time to be there.

First day - giving the overview of the seminar

Consultation with the CL/VE group of teachers

AP teachers going through the different UbD stages

Presenting to the teachers the new syllabus and learning plan

Teachers from Columbia St. Michael's School, Mahinog, Camiguin

EDUCATION: CHANGING LIVES

Nurturing Faith, Building Excellence, Developing Service

Four years ago, dear graduates, you barged inside the gates of St. Mary’s Academy without a single knowledge of why you were there…simply but to study. Maybe, it was even your parents’ wishes that you should be with us. They were keenly aware of how important quality education is in your continuous quest of improving your life for the better. They entrusted you to us with all the hope that with Venerable Ignacia’s humility and the Virgin Mother’s fiat, you will someday change your lives and live them according to God’s plan. This is so, and could only be done by nurturing faith, building excellence and developing service – which is actually what the RVM pedagogy is all about.

In Christian Living, you have learned that God is the supreme author of life and that He alone knows what our respective future holds. Mary and Venerable Ignacia knew this well that was why both valiant women lived by God’s will. Their strong faith in God and that God will not forsake His children have led them to set good examples of how life should be lived for the glory of God and for the good of all people. With the opportunities afforded to you in your four years of stay with St. Mary’s Academy, your belief in God has been nurtured more. It is our hope that this fully nurtured faith will lead you more to be living witnesses of the gospel values and thus, change people whose lives you have touched.

It is no doubt that education can be the change agent in everyone’s life. However, this is predicated on quality education that imparts vision. It is the kind of education that teaches the students how to think. St. Mary’s Academy builds excellence among her students mainly through the values of discipline, competence and integrity. A lot of you may have experienced how difficult it is to earn a good grade. You went through lots of pain, but the school has only discipline in her mind. As early as today, you must learn that getting nearer to changing your lives for the better entails self-discipline, above-average competence and uncompromisable integrity. Each of you was honed to be an excellent Ignacian-Marian graduate – well-disciplined, competent and above all, honest in dealing with yourself and others.

Faith and excellence however are all useless if not put into tangible practice. What knowledge you have in your head and what compassion you have in your heart are all for naught if both are not lived as preferential service to the last, the least and the lost. Jesus Christ’s death on the cross is the ultimate example of giving. We will never experience the same but at least in little ways, we may serve those in need. You have learned inside the classroom many social realities where opportunity to be of service is demanded. St. Mary’s Academy does not have to prod you to move and act. It should be every Ignacian-Marian student’s instinct to help others in need, and in so doing change all our lives for the better.

Changing lives through education has been everyone’s elusive dream before. Indeed education has always been thought as the sole solution to our country’s pervading problems of moral decay and material poverty. It is important to note though that moral uprightness and material comfort are not the only positive realities that improve lives. Education in St. Mary’s Academy is centered on Christian living and witnessing because we believe that together with moral uprightness and material comfort, spiritual fullness is needed in order for us to fully change ourselves and lead our lives all for the glory of God. Graduates, you have been schooled in an institution that puts premium on both internal and social renewal. Do not ever forget that you are always an Ignacian-Marian graduate, nurturing faith, building excellence and developing service.

The challenge has just begun. Good luck on your journey!

TEXT YOUR MIND

$Pe@K uR w3IrI) WuRlI)

Good day to all of you. Now, would you care to greet me "good day" too? Yes, and in the polite way too, if you must. Oh, you can't do it? Is it because you'd rather text me "gUd Pm!" by way of your cellular phone, or drop me a friendly twit via Twitter or an offline PM through Yahoo Messenger? How sad! You sad little thing. You must have forgotten the fringe benefits of going through the personal exchange of greeting in your relationships (besides passing English IV).

Admit it. The English and Filipino vernaculars are becoming ugly barnacles. Enough words have been "coined" today to even say in the least that they are worth a coin to hear. To add insult to injury, more and more of these words are used by teenagers today as part of their language. What happened to the days when a "Good morning!" earned you a show of praise from everyone around you? Lately, it's quite the fad to twist "Good" to "gUd", "I have to leave" to "gtg" or "go na meh", or even "I adore you" to "I luv u! mwah mwah!" Indeed, these greetings have become a sign of the times, and if you are part of "the times," den u'd $1mPli B cA$t oWt 4 n0t F1t1ng n.

On one side of the coin, you can be sure that push-button greetings will save you time and money. Should bookshops ever run a shortage of fancy old English greeting cards, you have your cellular phone to compensate for things. If text-based greeting cards aren't your kind of dish, then you can always send a mushy-mushy e-card to your sweetie. Sure, the benefits may seem healthy for your wallet, but will anybody really appreciate it that much if all you did all year was to send "haP1 b-dAy! Luv ya! Mwah mwah! Xoxo (insert name here)"?

On the flip side, the teenagers prefer to think that as the world works the calendar with technology, shortcut methods of doing possibly anything becomes more and more recommendable. The case at hand holds a lot of water because of this. Any Filipino teen would think it is "jologs" not to use a cell phone or an online messaging application to greet someone these days, and they consider it even more "bukitit" to use formal language alone to do it. What they miss is the point that personal exchange and suitable language ability without any means of technology gives them more credit. For instance, going to the house of a friend and greeting her a "Happy birthday!" formally instead of button-pushing the greeting will be more appreciated. It may look more taxing but the personal exchange and suitable language ability are there. "Textspeak", twitspeak" and "chatspeak" may be popular with Filipino teenagers today, but I tell you, you'll regret the day you've mangled your last English phrase now most especially that some of you failed in English IV.

What do these signs of the times aim to show? That the present Filipino youth is becoming more "hip" with the kind of language they set for themselves? The fact that we make even hacker language slowly look more understandable besides human speech is also embarrassing. Language and, all the more, our ability of human speech can't be bought off any sari-sari store. Why murder it then? Filipino and English are the key ingredients in the melting pot of cultures of the country; ergo, they must be preserved for the use of future generations. Consider all these the next time you press that "send" button on your Nokia/Sony Ericsson/Samsung phone or one of your AIM/YM/MSN chat window.

Greet with a touch of formality, and do so with a touch of finger too less often. You'll be happy to know then that you've saved yourself from the subtle maneuver of the machines that are slowly replacing you. Or maybe the next time you will receive the report card, you pass English IV already.

UNDERSTANDING UNDERSTANDING

Why Some Students Fail in English IV

Before the 1950's educators all over the world are confused what really is understanding. They cannot agree on one definition for such a definition may either be too broad or narrow as to understand what understanding really is. To shed light to this confusion, Benjamin Bloom and his colleagues proposed six levels of understanding: knowledge, comprehension, application, analysis, synthesis, and evaluation. Until today, this classification has been of great help clarifying what is really understanding. In Bloom's taxonomy, the first three levels are considered of low order thinking; the second three are of high order thinking. Krathwohl made some modifications of Bloom's taxonomy; however, the different levels stay with slight modifications. This taxonomy of thinking skills has shed some light to the confusion of what is understanding. Unfortunately, so many educators today do not really know what is understanding and how is it taught to the students.

As I was checking the reports cards for the high school students, I observed a pattern. Most of our senior students have low grades in Science, Math and English. How come our students fare low in these subjects compared with the others? In English IV, I exhaust all possible means to make my assessment valid. I also check long exams for both Science and Math. I am sure they are valid too. However, because grades of students are low, it may follow that there is minimal transfer of knowledge from the teacher to the students. Understanding is transfer of knowledge, not just mere recall of facts. Science, Math and English are subjects whose measure for understanding cannot only be gauged by memory recall during tests. Assessing understanding of these three subjects goes beyond the multiple choice, identification and matching type tests. Other evidences of learning beyond the usual test in the classroom are needed. Are our students unable to perform tasks that use concepts learned from these subjects?

In the case of English, I always assess learning based on how well the students perform the task I asked them to do. Performing authentic and realistic tasks that require skills learned in English best measures understanding of the subject. These tasks are not linear nor simple. They demand complex interplay of several skills which really tells me that knowledge transfer indeed has taken place. This understanding (i.e. knowledge transfer) as measured by authentic task performance has six facets. I know there is understanding when the students can explain, can interpret, can apply, can emphatize, and have perspective and self-knowledge. Let me take my first grading authentic task as an example. My first major requirement in English IV is a critical analysis.

The critical analysis is an individual task which requires students to write a critique of a story/motion picture with the elements of fiction as framework. To complete the task, they have to view purposively the movie, apply what they have learned about writing simple but effective sentences, and appraise the story on its elements. While viewing the movie, they are to analyze the elements of the story based on literary aesthetics. They are, therefore, required to read information with regards to aesthetic standards for short stories and for motion pictures. The critique is to be written in simple grammatically correct sentences. The students are expected to organize their thoughts in coherent paragraphs through effective use of conjunctions for transitions of ideas. This task is apparently not simple. It demands three of the four macro skills in English.

To perform the task successfully the student needs skills in listening, reading and writing. Unfortunately, most students thought that learning is best assessed by quizzes and long tests. In English IV, this is not the case. I believe that no objective test can approximate how much knowledge has been transferred to the students. It is only performance tasking that can best reflect understanding of English. I know a student understands if he can explain what the story is all about. He should also be able to interpret the story in terms of enduring learning. I also know he understands English if he can apply all the rules of composition in writing the critique. Does he see the bigger picture of what he is doing? Is he aware of his limitations in terms of doing the critique? These are some of the indicators that a student has understood the concepts and skills in the first quarter. When one is not able to write a critique well, it is safe to conclude that he has limited understanding of English in the first grading period.

I have always been known to give low grades. No, I do not. The grades the students get are numerical reflections of how much (or in some cases, how little) they have understood English IV. The students themselves determine their own grades. I was merely facilitating understanding of the English language and the transfer of knowledge from me to them. When students are not able to manifest the six facets of understanding which are what I was looking for, no learning has taken place, no knowledge transfer happened. This absence or limited learning is reflected in the students' grades. I do look for other evidences of understanding such as quizzes, tests and class recitations. However, I do not believe that understanding can be best measured by paper and pencil test or simply by reciting in class. All three are simplistic view of a complex process of listening, speaking, reading, and writing, which is English.

I am not hard to please, but a student has to prove to me his understanding of English IV. I give perfect scores of 100. There were lots of them last grading period. I can be cruel though and give a student a zero only to be kind and make him understand that he has limited understanding of the subject. If a student feels sad because he fails in my subject, he should have reflected why. If he continues to deny his failure, he has no self-knowledge, so he deserves to fail. If after introspection, he realizes the reasons why he failed, he deserves another chance at redeeming himself, but not this time - maybe next grading period but only if he will manifest understanding of the subject I am trying for him to understand.

WHAT I HAVE LIVED FOR

My Personal Philosophy as a Teacher

…that scientific theory should be extrapolated and proven true in life’s greatest atrocities;
…that mathematical calculation should equate the poor and the oppressed with those basking in opulence;
…that language and the spoken words should break the silence of the dumb and set them free.

Because the world outside the four walls of the school is one humongous laboratory teeming with God’s living creation, it is my dream that once my students are out of the narrow confines of the school corridors, these young minds will have realized that real life is lived outside by real people in a more than surreal world.

…open their eyes and make them see that not a single scientific theory can ever justify the pains and irreverent losses of life in treacherous killings and senseless war;
…open their minds and make them realize that not a single mathematical logic can ever equate the poor and the opulent;
…open their ears and make them hear that not a single spoken language can ever set free the dumbfounded;
…open their eyes and open their ears and make them realize what real life is.

To accomplish these, I must do the following:
• I will blind my students with prudence to make them see the repercussions tomorrow of their actions today;
• I will flood them with temperance to make them rein and take hold of their passions and dispassions;
• I will have them gain fortitude to make them win life’s seemingly intractable battles;
• I will treat them with justice to make them deal fairly with themselves, their neighbors and God;
• I will skill them with sound cognition, manual dexterity and unwavering determination for real life is not for the imbecile, the lazy and the indecisive.

These tall orders I set on myself can only be realized in holistic development and integral formation of my students. These can only be done in an environment that puts premium on diversity, in an atmosphere that encourages students to fail and redefine failures to become vehicles of success.

My instructional approach therefore should simulate real outside world. Team building and cooperation among students and teachers are not just encouraged but are must in order for all to have a full grasp of real life situations. The teacher becomes a facilitator of learning, a co-partner in the pedagogical process. In no way will he permeate sarcasm and cast doubts in the minds of the students.

Learning is structured and modular to fit in the core of my tasks. In the center of the educative process is the student. The curricula, school activities, classroom discussions and lesson plans are designed to insure total transformation of the students into Marian leaders molded from the harmonious intermarriage of global and scientific pedantry and the time-tested Christian virtues of prudence, justice, fortitude and temperance.

My instructional supervisory behavior revolves around collaborative decision making for a more cohesive and efficient organization. I have to maintain a highly motivated group of pedagogues acting as my co-equals by satisfying not only their basic wants for maintenance but rather indemnifying their autonomy and actualization needs. The spirit of collegiality, openness and friendly bantering of ideas and opinions permeates the organizational climate because of two way communication.

My leadership style is eclectic – facilitative and transformative. I draw inspirations from Nehemiah, the biblical figure who rebuilt the fallen walls of Jerusalem in just fifty-two days which originally was built for more than a hundred years. Institutional changes move subtly from contentment before the issue of change is raised to chaos when the answers of the problem come then ultimately to self-renewal when confusions are settled.

Though my dreams, my visions seemed afar but a flicker of hope shines through. Gargantuan they may be, but I have to surmount the challenges and face the odds of the tasks in hand. Inspired by the humble servanthood of Venerable Ignacia and the fiat of the Virgin Mother, I know I can and I more than know that I will and I should.

BRUTE, BRAIN AND BRAWN

Nonito Donaire & Brian Viloria

Before, intelligence was simply measured by how well one calculated his math, how articulate one spoke and how analytical one approached problems. Intelligence before was gauged by how much one acquired knowledge and skills in language, in mathematics and in science. During the early 90's there was a paradigm shift and people started adopting Gardner's multiple intelligence theory. According to Howard Gardner there are several intelligences. He proposed eight but to date there are already nine intelligences: verbal-linguistic, mathematical-logic, musical, visual-spatial, bodily kinesthetic, intrapersonal, interpersonal, naturalistic and existential. The theory gained much respect because it proved to be true at all. A person is intelligent not only because he knows his math and science and can speak well the language. A person is also intelligent if he can sing extraordinarily well. He is also intelligent if he excels in any sporting event. Even a person who can rally people to move is intelligent. If he prays a lot and knows well his God, he is also considered intelligent. Intelligence is always objective, but definitely it is not limited only to math, science and language.

Sadly before, being athletic and excelling in sports are equated to poor intelligence. This is because most athletes fare poorly inside the classroom. This was then; however, to these people the classroom is outside - the basketball court, the diamond, the oval, the boxing ring or even the open sea. Unfortunately, before, athletes were never thought of intelligent. But imagining that there are only a few who excel out of so many thousands of sportsmen, definitely excellence in sports demands some form of intelligence and only intelligent athletes do excel. Gardner called this the bodily kinesthetic intelligence. In any sporting contest, for one to win, he has to strategize. A simple game of billiards requires application of physics and trigonometry. Swimming has now become a science that a swimmer must also be a scientist besides just sheer grace and brawn. Boxing cannot be won without being analytical to the last second when a pugilist has to react to his opponent's cut or jab. Quite simply today, athletes and sportsmen are held in high respect because of the unique intelligence their discipline demands.

Last Sunday, I watched two Filipino boxers fought against foreign prizefighters. Although I do not know so much the ins and outs of boxing, I still can say that both Filipino boxers are intelligent pugilists. Nonito Donaire Jr. was at his Sunday best as he electrified the hometown crowd that watched him demolish the previously undefeated Raul Martinez in just four rounds at the Araneta Coliseum. Brian Viloria won the IBF light-flyweight crown being defended by Solis for the eighth time, and proved that he is still the same fighter that won the World Boxing Council 108-lb crown in 2005. Donaire retained his International Boxing Federation crown for the third time even as he mentioned previously and later on after the fight that he’s planning to move up in weight for his next fight. Viloria was just as furious in stopping “Filipino executioner” Ulises Solis of Mexico in the 11th round, giving Filipino boxing two big reasons to celebrate like they do each time Manny Pacquiao fights. I was one with the rest of the nation celebrating both their victory. These two boxers may not be intelligent inside the classroom, but definitely they are geniuses inside the ring. However, they are not only brain and brawn. They are also models of discipline, hard work and perseverance.

Athletes cannot just excel without discipline, hard work and persever-ance. Before, these modern day gladiators were highly regarded because of these extraordinary traits. These characteristics were believed to be possessed only by elite men and women; however, athletes were not seen before as intellects. They were not intelligent in the same level as Plato, Newton and Einstein. It was only lately that they were given the honor they rightly deserved. Today, they are considered as intelligent as any Plato, Newton and Einstein. It is good to remember that the latter three great minds have never exceled in any sporting event. They may be eloquent, analytical and systematic, however, they never played well and excel in any contest of sheer strength, speed and agility. The theory proposed by Howard Gardner not only is correct, but gives the honor and respect the athletes and all sportsmen so deserved. Donaire and Viloria may not be both good in mathematics, science and language; however, this does not matter so much since they do not belong inside the classroom. They belong up inside the boxing ring. They may not have been honored in school in their student days, but today the whole nation pays tribute to these two equally intelligent brute, brain and brawn.

MAKE IT HARDER, HAVE IT LONGER...

Exercise Harder, Live Longer and be Happier

I have always been a health buff. My passion to good health started way back when I was still in high school. My motivation then was the trimmed body that went with good health. When one is trimmed, it is a lot easier for him to engage in any activity without getting too much tired and stressed out. When one is slim, he can also get into any style. He is always in fashion, so to say. When I got a bit older, in college, my motivation still and unfortunately was the trimmed body plus the muscle that started puffing. It was all fun then to exercise myself to "kill" level. I seemed not to get tired at all then. The result of my hard work and the adrenaline rush just kept on pushing me to add some more reps. Even when I started working in the hospital, I still pursued good health by exercising and eating sensibly. It was all natural, no drugs and I was so proud of the result. My good health and trimmed body then were the result of my dedication, discipline and hard work. Unfortunately, everything started to wean off.

Although I was so sincere with my exercise regimen and eating pattern then, when-ever I had problems with my work, I observed that I ate more than what was needed to maintain my basal metabolic functions and sustain me through my daily activities. I knew then that it was not correct and I had to change this bad habit. When I was still in the hospital, I did burn enormous amount of calories doing my cardio. I rode my mountain bike and did about 20km sprint everyday. I so loved the rush that came with the wind against my sweat. When I was with my bike, I forgot the worries of the day. My day just did not stop with the bike though. I also conducted aerobic sessions with the senior citizens. When they expressed that they wanted me to help them rid of arthritis and other degenerative diseases, I volunteered to be with them. I always finished my day then with a good amount of another calories burned. Everything changed though when I became a teacher and started working in school.

The pressure of work in school was just too much for me. I started lagging behind my workout and cardio and began putting on some weight. I learned to diet when before I just ate sensibly. My eating binge when depressed became worst that from as trimmed as 32 inches I bloated to 38. I could no longer do push ups when before I could manage a decent 30. I could still bench press though but my abdominals got weaker. However, whenever I was at work, I often did abdominal contractions to help me with my back problem. Because I did not workout regularly anymore, my biceps and delts were no longer as prominent as before. My asset, my quads, were as perfect than ever. I still run and do a lot of brisk walking. I have well-defined quadriceps courtesy of my several years of mountain biking. What I fear now, however, is I easily run out of breath. I get tired fast and I am today carrying too much weight. I need to trim down. I promised myself this before summer vacation started.

This morning I woke up with the renewed vigor to exercise and start losing weight. My motivation now obviously is no longer aesthetics but more of becoming productive and be of help to others. How can I be both productive and of help to others when I am sick? I also do not want to die earlier than what is expected of me should I have been healthier. I slept late last night (actually this morning, 2a.m.). I will sleep earlier tonight so I will be more refreshed and my muscles rested. Because I was starting all over again, I did so much stretching and moderate cardio before I got into full running. I did about 30 minutes of stationary jogging and shadow boxing then proceeded to sit ups. I minimized rest time in between. I only did upper body today - traps and biceps. Hopefully, tomorrow I will do lower and the delts. I still have to pick up my pace. I still have to experiment what is really best for me. Another problem that I have to address to is my binge eating when depressed and pressured. With all these things in proper perspective, I hope I'm on my way to another new self.

The task ahead of me is definitely difficult. There will obviously be rough roads. What is good with me, however, is I am always passionate with things I have started. With some behavior modifications and proper time management I know I will make it. Whenever I exercise to be healthy and trim, I always have a picture of me at the end. I often imagine how will I look like, how will I feel and how will others react about my new self. These offer a lot of motivation for me to do a lot harder as the days go on, and they create a positive vicious cycle. Because the motivation is intrinsic, I know I will sustain with what I have just started today. When before I was so motivated to be healthy, to exercise and be trimmed because of how I would look, today my mission is even greater. I do not want to be sick earlier than expected. I don't want to be debilitated and be useless. I know I still can do so many things to help myself and the community. I know there are still higher reasons for my existence. I have slowly discovered some but there are still some more. I just cannot afford to miss all these things just because I die young. The world has so many beautiful things to offer. How will I enjoy them when I am already six feet underground?

THE MOST EXPERIENCED SMILES THE SWEETEST

The Seasoned, the Experienced and the Neophyte Teachers

The busiest month for a teacher is the last month of the academic year – March. There are just so many paper works a teacher has to prepare, review and submit, obviously, for recording purposes. Before a teacher, however, prepares all these forms, there are still the final grades he has to compute. After computing the grades, he has to decide together with the rest of the school community which students are promoted and which students have to fail or worse, have to be retained. Therefore, before any teacher embarks on preparing all the official documents to be submitted, he has gone through a lot of head-breaking, nerve-wracking and heart-tearing experiences. Thus, one can only imagine how tired already a teacher is when he started tinkering on all the paper works he has to turn over before he is cleared of any other obligation for the current academic year.

This year we have quite a good number of new teachers. They are new to the school, but some of them already have teaching experiences, so I expect this latter group to prepare all the paper works with a cinch. Those who are really new to the teaching profession, I do not expect them to go over the entire process in a breeze. Well in good that there are seasoned teachers who are always on the standby to assist their neophyte colleagues in their baptism of fire. In preparing the documents, therefore, to be submitted to the regional office one can expect the seasoned teachers to finish earlier. They will be followed by the teachers who already have teaching experiences, and clearly, the neophyte teachers will finish the last. This is what I have expected to happen, but I am only partly right with my expectations.

We have only four seasoned teachers, that is they are tenured and have been with us for three years or more. Two of these seasoned teachers lived up to their names and experiences. They were finished before everyone else started working. Because the other two of the seasoned teachers had more pressing commitments, they were not able to finish earlier with their work; however, when I checked what they have done, hardly was there any error at all. Clearly, experience spells the difference. The more number of years one has been accomplishing the paper works, the more adept he becomes with his work. As the old adage goes, practice makes perfect. If only not for the more important work the other two teachers had to attend to, my expectations for the seasoned teachers would have been more correct.

What is interesting but equally disappointing are our two new teachers who have prior teaching experiences. Even if a teacher has only taught for one academic year only, he must have a grasp (even if not so good) as to how all the pertinent promotional papers are to be prepared and to be accomplished. One of these two teachers has finished already just two days ago and we re-checked her work today. Except for a minor mistake, everything that she has done was quite good; however, I am expecting her to have finished the work a lot earlier than the really new teachers. The other teacher was quite disappointing. She feigned reason that in her previous school, it was the registrar’s work to prepare all that she has supposed to have accomplished already as of today. I don’t agree with her. A teacher should be able to do what the school registrar can do. A teacher must even be able to do more than what the registrar can do. So as of today, she is not yet finished with her work, and it is already replete with mistakes. We have to help her.

Of the really new teachers (first year of teaching), one was able to finish ahead of time. She was before my student, and I knew her to be intelligent. Intelligence, though, has nothing to do with accomplishing a work which the registrar can also do. I also knew that she is hard working. This could have helped her finish her work a lot earlier. There are things, though, that she does not know or even not familiar with. What is good is she’s able to think of what she is supposed to do – ask. With much cinch and in a breeze, she finished her work. The other new teacher, as expected, finished her work later. What I do appreciate with her is that her work contains only minor mistakes. She could have finished her work, though, a lot earlier than she did if only she was able to do it last week. She was the other teacher (two were the seasoned teachers) who also has to attend a very special gathering to represent us. In all, I was very contented with how these neophyte teachers performed one of their most important tasks for the year.

When one is pressured to deliver the goods on a prescribed time, it brings the best and the worst of man. I for one can be my best when I am so much pressured. It comes with my hospital training. The seasoned teachers were able to finish their work a lot earlier because they already knew what to do and how much time and effort the work needed to be accomplished. They did not waste time, and they worked with much constancy. The new teachers with experience were not able to deliver their goods on time because they have not anticipated the load of work it entailed. They have not prepared well for the task. Both of them were cramming to finish things that were supposed to have been finished and submitted long ago. Diligence and hard work help the neophyte teachers. They may not have any idea how much effort the work entails, but they listened and observed the seasoned teachers. The best thing that made them accomplish their work a lot earlier was the humility to accept that they did not know what they were supposed to do. They asked.

When one is pressured to deliver the goods on a prescribed time, this is not the time to bring out the worst in oneself. A lot can be learned from what has just transpired inside the faculty room for the last ten days. Obviously, when working under pressure, experience counts most. The more experienced a teacher is, the easier the work becomes for him. A rational sense of how much effort the work entails also pushes one to work with much constancy towards the goal. It is also imperative that one has to be prepared before he embarks on a task. Swimming on an uncharted sea, gets one the shark. Cramming just doesn’t work at all and definitely has no place in accomplishing any task. Hard work pays and humility doubles the pay. When I left the faculty room today, some teachers were already smiling. They were the seasoned teachers. Some are still cramming. The other two left earlier than I did.

MATH AND THAT RIDICULOUS GOLF SHIRT

Why Hate Math, It's Not Even Golf?

I went to school yesterday though it was already Holy Wednesday. I have to sign some report cards of one junior section. This section is under me in computer programming. The group is a heterogeneous bunch of students - from the most intelligent of the batch to the least. The students, however, are jovial, easier to deal with and quite respectful. As I was going through their final average grades, I found out that Computer III (my subject), Chemistry and Geometry grades are not as high as the other non-number subjects. Computer programming, Chemistry and Geometry are subjects that demand highly of the students' mathematical and logical reasoning skills. Sadly, students today are not able to develop well their higher order thinking skills which include analysis, synthesis and evaluation.

If a rough survey will be done, majority of high school students do not love Mathematics as they do for English and Science. When has this seeming abhorrence for numbers started? It must have started very early in one's life. When we were born, our brains contain only minimal traces of learning. Since knowledge acquisition is mostly experiential, learning therefore is much dictated by what life experiences one has - realistic, contrived and dramatized. Solving problems early in life, even while still a toddler, helps in developing math/logic skills. Our greatest problem, however, is we tend to pamper so much our children when they were still young. We gave them almost anything without the children doing any in return to compensate the favor. Children as early as one year old should be given simple tasks to do and simple commands to follow. These two are just some of the ways of jump-starting their eagerness to embrace numbers later on in life.

Mathematics is reflected in nature. Wherever one looks, the laws governing numbers-their position in space-are very apparent. Everything beautiful around us in fact is governed by geometric symmetry. Flower blooms, sea shells, bee hives and even ridiculous shirt designs follow patterns that are obviously mathematics in origin. Decisions to be made in life are governed by logic and logical reasoning. Logical reasoning has its basis in mathematics. Everything around us, therefore, is governed by the laws of numbers. When a child has been pervertedly and unconsciously taught to loath numbers, this poor creature is doomed to extinction. To survive life, one needs intelligence for both numbers and logical reasoning. This is obviously because everything around is touched by numbers.

The poor showing of students in high school subjects related to Mathematics is complex in origin, hence, demands a complex solution. There is just no simple solution to it. However, anybody's first concern is to undo the damage that has been done long before the child enters the school. It is imperative that students should be motivated back to love numbers and embrace solving problems with numbers. They should made to realize that there is nothing difficult with numbers, but it takes time to deal with numbers and with problems involving numbers. When the students were still young, they were made to understand that everything in life is easy. Thus today students don't like to spend so much time thinking and doing things such as solving mathematical problems. Analysis needs time to concentrate. This is what teenagers today do not have. They were not taught patience and perseverance, both of which are attitudes needed not only in solving math but real life problems.

Because Chemistry, Geometry and Computer programming all demand precious time and perseverance, students do not like these subjects. Obviously, though, they do not have any option but to take them in third year. The role both teachers and parents should play alike is to support these students. Make them understand that numbers are not the problem but their attitude about hard work. Though education is needed in life, it is not however needed to get rich. Mathematics is badly needed to get rich. Top US billionaires have parents who have high math IQ. Most of them have not gone to college, but most of them have one way or the other work with numbers. Successful people in sports know their mathematics. Efren the Magician knows very well his Trigonometry and Physics. Manny the Pacman thinks logically. Even Chris Tiu must have been good with math; however, according to him it was discipline and perseverance that made him succeed in basketball. Tiger Woods should be good in Physics, or how else is he able to sink those tiny balls in their holes - even if how ridiculous golf attire may be?