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!

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)

CLASSROOM MANAGEMENT AND TEACHING STRATEGIES

Three Memorable Days with Ma'am Ampy

The three RVM schools in Cebu Cluster - SMA Dalaguete, SMA Oslob and IKA Jimalalud - gathered together in our school for an updating on classroom management and teaching strategies. We were with Ma'am Amparo Valdez of the Ateneo Grade School Dept. The experience was well-worth the time we spent away from home especially the teachers from Negros.

Mrs. Amparo Valdez, our faciltator in action.

All ears are to Ma'am Ampy.

The teachers brainstorming on what common classroom problem to put into "rules"

Ma'am Ampy critiquing our work on "Classroom Rules"

Presentation of the output after "Round Table" strategy

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 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

SUMMER UbD SEMINAR-WORKSHOPS 1

Surigao Diocesan Schools

I once read that what matters most in life is not how much success you had but how significant your life was. This has never been more true this summer. To help prepare other teachers for the new Education curricular framework, I gave series of seminars to teachers in Surigao, Bukidnon and Camiguin.

Background
Understanding by Design is a revolutionary curricular framework that has in the curriculum planners’ mind the end result of facilitating learning. It is aimed at understanding the bigger ideas and retention of understanding so that it endures throughout life. Maximum understanding and sustained interest are assured through essential questioning and designing assessments of learning that are contextualized and realistic.

Objectives
At the end of the three day seminar-workshop, the participants were expected to:
1. Evaluate the limitations of the present curriculum design, implementation and assessment of learning;
2. Appreciate the backward design process and consider its value in helping avoid common inadequacies in curriculum and assessment planning
3. Provide an initial syllabus for the first grading period/quarter based on the UBD framework and the DepEd learning goals

Surigao Highlights

One of the participating schools

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.

I DARE YOU TO FAIL

What Students Must Do to Improve their Grades

"Making your mark on the world is hard. If it were easy, everybody would do it. But it's not. It takes patience, it takes commitment, and it comes with plenty of failure along the way. The real test is not whether you avoid this failure, because you won't. it's whether you let it harden or shame you into inaction, or whether you learn from it; whether you choose to persevere." Barack Obama

I have been teaching for 11 years. I was able to teach several subjects already: Biology, Chemistry, Physics, Technology and Livelihood Education, Computer, Christian Living and English. Every time I am assigned to teach a subject I give my best. I decline to teach if I do not know the subject, or that I cannot study and learn it. In all cases, however, I am knowledgeable of the subjects I teach. I have special fondness for English though, and this is what I can teach the best of all. To prepare me more, I took short courses on teaching English as a second language. I attended several seminars and updating on teaching strategies for English. I read a lot and invested on good books for both content and teaching strategies for English as a foreign language. In all of these things I have done, I learned that English as a second language should be taught with the end result of the student being able to communicate - the transactional function of the language. Structure and meaning are important but the function should be better emphasized. This is always in my mind whenever I am teaching English to the seniors.

There are four macro skills to learn in English as a language: listening, speaking, reading and writing. Each of this macro skill has several minor skills under it which every student in English has to master. This is specially important if the student is in his senior year in high school. Senior English is mastery of all the basic skills in English as a second (ESL) or foreign (EFL) language. A fourth year high school student, therefore, must have mastered almost all the skills. The only exception is formal scientific research, which in the DepEd list of learning competencies is still to be taken up in the last year of high school. I am not expecting my fourth year English students to be able to write a good research paper. They are still to learn it this year. However, I am expecting them to be able to listen analytically and appreciatively to almost anything. I am also expecting them to transact business orally in English, classroom recitation included. I am also expecting each one of them to be able to write a decent three-paragraph composition. Over and above the three is reading comprehension. I am expecting all the seniors to be able to read beyond the lines. These are my minimum expectations before any of my English IV student can have a good grade.

Whoever fails, therefore, in my subject is being challenged to prove to me that he is worthy to be a senior student. There are students who failed already. Let the failure be a challenge to those who failed. Self-knowledge is in order here. Any student who failed must go into deep introspection and discover why. He should ask, "Why did I fail? Which skills have I not mastered that is why I did not get a passing mark for the first grading period?" The process of getting down to the roots of one's failure is an utmost exercise of humility. Do I really need to learn some more? What else are expected of me? Have I been idle and wasting time instead of studying my lessons? One cannot keep on blaming what has not been done in the previous years, which ought to have been mastered already as of fourth year. Clearly, it is one's own fault now why the minimum skills for English IV have not been mastered yet. Know why because it is and it will not ever be late to re-study what has not been understood very well. It will not ever be late at all to restart even from scratch. Time and effort will only be wasted if one continues to believe and have a false assurance that he knows his English only because the English IV teacher did not fail the obviously erring but pitiful student.

NEVER A SHOOTER NOR A DRIBBLER

Cops Who Can't Shoot

Nearly 90 percent of the 125,000 members of the Philippine National Police failed a firearms proficiency test, according to the National Police Commission. That story would be laughable if it did not have dire consequences for law enforcement. Cops who can’t shoot straight lose out to crooks who can. Cops who can’t shoot straight end up shooting dead both hostage taker and the hostage. Cops who can’t hit their targets end up hitting innocent civilians instead, as in the case of the policemen who shot and killed an overseas Filipino worker on vacation in Manila together with his daughter. Father and daughter had the misfortune of getting in the way of a running gun battle between cops and a gang of suspected criminals in southern Metro Manila. Those cops, who were legitimately pursuing suspected crooks, would have been spared from an ongoing investigation and their possible expulsion from the police force if they could use their firearms properly.

The reason for the poor proficiency in marksmanship in most cases is not due to stupidity or fear of guns, but logistical problems. The starting pay of cops is barely above the minimum wage, and studies have shown that there are PNP members living below the poverty line. Cops can practice marksmanship only if they have the ammunition for it. But the PNP ammo allocation per cop is sufficient chiefly for use when needed. Those who want to improve their shooting skills can do so only if they obtain their own ammunition. And bullets – even reloads – do not come cheap.PNP members who serve as politicians’ aides or bodyguards are usually the ones who manage to practice their marksmanship regularly. As informal members of virtual private armies, their skills are on tap not for the general public but for their political patrons. Other PNP members must make do with what they have, until the government decides to invest in upgrading the skills and equipment of law enforcers.

This is very sad. The fact that any civilized society has at least a crime committed, cops are imperative for its progress. However, if the PNP cannot provide marksmanship training and adequate bullets, what can we expect of our cops? They would be inefficient in their jobs and this inefficiency goes into a bad downtrend cycle. The top guns translate this inefficiency into bad performance rating. Unfortunately, it is only after a good performance rating that one goes up the salary rating scale. Some cops live in the poverty line and when their salary is not more than enough, we can expect these men in uniform to moonlight and even do the contrary. How many cops have we heard that were involved in criminal activities? There have been a lot and I think a lot will still be coming unless the government and PNP have to think faster of the reforms to be made. How many kutong cops have we heard too? There have been so many also. Why are these cops pushed to do something opposite of what they are supposed to do?

To be fair, there are still good cops out there. They are not only good in shooting targets, they have even risked lives to respond to calls of duty. How many cops have we heard being killed or hurt while responding to these calls? Although, there have only been a few, still life has been gallantly put at stake. How many families have we heard crying because they have lost their fathers in a crossfire which is more often dubbed by human right advocates as mere rubouts not ligitimate shootouts? Why are people so noisy when alleged criminals are shoot dead and do not even give a heck when good cops are mercilessly killed by these criminals? Have we grown so tired of the corruption that besieged our own police system? Questions, questions, questions. Unfortunately, there are no clear answers around the bend yet. Ours is as bad an eye sight as those nearly 90 perecent cops who failed in the firearms proficiency test. But at least I'm a shooter, never a dribbler. Huh!

THREE PERSONS, THREE LADIES, THREE SMILES

Little Acts of Kindness Made My Day

They say it is not the big bite that hurts most. It is the smaller ones. They say also that big things come in small packages. Because of what happened today, I would add that small acts of kindness matters as much as the big ones. For several days now, I have asked people to buy me recordable DVDs, DVD+R more specifically. My father brought me DVD-R, so I was not able to use it. My DVD writer is so specific of the type of disk it burns. It only accepts DVD+RW and -RW besides +R. I asked my sister to buy for me, but the salesperson tricked her into believing that DVD+R DL would do much better than +R. I hope the salesperson was only bluffing to close a sale, not that he indeed did not know what he was talking about. Unfortunately, small shops do not know the difference and insist that all DVD writers burn every kind. I needed to transfer some large files to save me precious memories in the hard disk. I did not have any other option, but to buy the disks myself. I went then to the local department store closest to my place. It was still an hour's travel; however, I badly needed the disks.

I left at about 9:30 a.m. so I arrived quite early, at around 10:30 a.m. There were only a few people upstairs where the electronic supplies were located. Since it was still early, I ventured nearer the earthenware and decided to buy my mom ceramic soup bowls. We already had some but they were not microwaveable. I looked around and had difficulty deciding which to buy. There were too many colors and shapes besides the usual round off-white bowls. I left the display and proceeded to buy the DVD disks. I got closer to the shelf and the saleslady saw me right away. She asked me what I needed and politely started a comparison of the different recordable DVDs available. She was knowledgeable of what she was talking. She even went to the extent of recommending to me the better brands. I believed her not because she was kind enough to point them to me, but because I really knew which worked better than the others. I bought all 11 that were available of the brand I liked and she gave me the case for free. I was so happy with what she did and thanked her for the effort she extended to me.

After I paid, I went to the home furnishing section and looked for some curtains to go with what we already had in the dining area. My mom wanted brightly colored drapes with circular patterns to break the drabness of lacy whites that were already hanging there. I found some; however, I seldom open sealed products not unless a salesperson is available for permission. As I was curiously examining some of the curtains, a saleslady approached me and gamely added that she would open the sealed plastic bags for me to be able to appreciate more the length and style. I did not know that there were several ways of fastening a curtain. She offered to get some more samples, but I told her I was not very sure of the way the curtains would be fastened. I was not so familiar with the style. Instead of leaving me, she further offered to show me how it would be fixed to the curtain rod. She already knew I did not have the intention of buying anything anymore, but the effort she extended to me, again, made me so happy. I thanked her for everything and she responded with a nice smile.

I went back to the soup bowl display and after quite sometime decided on the squarish purple bowl with a grainy black finish. I was intrigued by the contemporary design. I intended to pair them with some yellow plates I saw, but I would buy the plates later next month. My mom was complaining too that we have to get a new casserole, so I bought a stainless 20cm one. As I was lining up at the cashier's, a problem ensued when the cashier inadvertently scanned another bar code for some coffee mugs of a customer ahead of me. A saleslady offered to bring my items to another cashier. She went to two but decided that we had to look for one with only a few customers in line. We found one by the sporting goods. She left without me being able to thank her for the kindness; however, she came back after a while bringing with her some papers. She said that we needed them to cushion the ceramic soup bowls against each other or else they might be broken while traveling. She was not only kind, she was also practical and prudent. I smiled simply but my heart was so overwhelmed by the kindness I got from three simple salesladies.

Today is such a happy day for me. It has brought back my confidence on people that indeed a few are still good. There are still a few good people out there. There are still kind, patient and prudent people among us. I do not want to believe that the salesladies were doing it because of customer courtesy. No. Simply they were good because they were made to grow as one and not because they were trained to be one. They showed kindness and patience with me not because I was a customer but because I was a person. I was at first quite embarrassed by the attention I got. I was dressed casually, so it should not have been my appearance. Maybe it was they way I treated and spoke to them. In all three ladies I approached each with a smile because each deserved one after hours of standing. I got one in return from each lady and I had three nice smiles to sleep tonight. I spoke in a well-modulated voice, so it might have been the voice too. More than soft spoken, I spoke of sensible things too to all three ladies. I smiled and spoke to them softly not because I expected them to do the same to me. I did both because they deserved them as much as I did. We were actually just people interacting among each other like real people should do. I was not the customer nor were the ladies the sales persons. We were simply...persons and it made me so happy to be one.

MANHANDLING: MEN IN UNIFORM

As Idiot as Anybody Can Be

Man being both rational and irrational animal is capable of emotional outburst, anger and violence. These irrational behaviors if uncontrolled can result to tragic consequences. When people started to live in groups thus giving birth to early civilizations, they felt the need for a certain group of people, maybe the fast and the burly ones, to maintain peace and order within the group. This people would also be responsible for securing the integrity of the group from outside invasion. The first policemen were thus born. Today, policemen in most civilized society are held in high regard and respect because of the inherent danger of their work and the great contribution they have in the progress of society. No society in modern time can prosper without first maintaining peace and order within. Policemen are, therefore, needed for modern civilization to thrive.

The art of policing was created because there was a great need to secure peace and order within a group. Policemen until today are seen as people society can rely on for protection. Because of this obligation, we cannot help but look up to them with much awe and admiration. Just lately, however, the world has seen a new art of policing. Instead of protect-ing the people, they have become the instrument of pain, shame and death to others. When the wife of a famous Filipino broadcaster was shoot, all the suspected housemates and the husband were plucked unceremon-iously from either at home or in the hospital by the police. During the aborted ASEAN Summit which was held in Pataya, Thailand, the police were supposed to secure the heads of state of the Southeast Asian nations. They failed miserably to utter shame of Prime Minister Abhisit Vejjajiva. To date five people died after the G20 Summit in London purportedly because of police manhandling of the Summit protesters. Families were hurt, leaders were shamed and people died. Could this be the new art of policing?

When news broke that the wife of Ted Failon was shoot in the head, I was surprised, as if this things could not happen to people like them. A letter showing telltale signs of disturbed thinking was left behind. I have no doubt it was suicide, but this still has to be proven wrong. When everyone including the husband was grieving, the policemen led by their arrogant arresting officer plucked unceremoniously the husband, the sister, the house helpers and the driver of the victim. Along the course of the chaotic investigation, suspects were arrested without reading them their rights as accused. Still grieving for the loss of a sister, Pamela was arrested in the hospital for obstruction of justice. A brother was also arrested for obstructing arrest. All these were done with extraordinary use of brute force. Arrests can be done without hurting the accused. The policemen, who looked like idiots to me, had only hurting people in their minds when the arrest was made. They are now a subject of too many investigations. Well in good!

Every two years heads of state of the Southeast Asian nations meet in a forum aptly named the ASEAN Summit. They discuss problems of the region and course its future in relation with the whole world. The organization is one of the strongest among nations in the world. Sadly, this year's summit in Pataya, Thailand was aborted because of disorderly violent behavior of the protesters. Why were there protesters near the venue of the summit? According to report, the police were not able to contain the protesters. The protesters were unruly and violent; however, the police (I think) were told to adopt maximum tolerance against them. But when people become violent, shouldn't it be that violence begets violence. I am not for violence, but the police could have shown more determination and brawn to ward off the protesters before their number could have escalated into something beyond control. The new Prime Minister Abhisit Vejjajiva has no other option but to abort the summit to protect the leaders. This to his embarrassment to ASEAN and the whole world. He was left with no other option but to declare a state of emergency. This incident would not have happened if the Thai police were not as idiot as they looked on TV screen. What a shame!

Like the ASEAN, the group of 20 first world countries also meet regularly for the G20 Summit. This year London was the host and one of their main agenda was the global economic recession. Unlike the Thai police, the London counterpart did a much better job of warding off the protesters. From news reports, however, the G20 protesters were less unruly and violent. They were easily contained and the summit ended with minimal problem, as I thought. But I was wrong. To date there were five deaths related to police manhandling of the protesters. What really saddened me was the news of a family man who died because of internal bleeding. He was not a protester. Only that his path going home would have him crossing beyond the police barricade. He insisted on crossing but was shoved to the concrete pavement. Later on that day, he collapsed. They thought he died of heart attack. Post mortem examination showed he died of massive internal bleeding which could have been triggered by his fall. When an innocent family man died in the hands of the police, this should be investigated. How come people we are supposed to run to for help are now hurting us?

With all these police manhandling and lapses, are we now seeing the advent of Robocops - cops with muscle sans the brain and the heart. In early civilization, the police were to maintain peace and order. They are the people's protector. In modern times people have changed though that in some not so civil society, the police even needs the people's protection. This, however, goes against the very essence of the police and its function. What the modern world needs are policemen with brute force that is tempered down by rational decision and a kind heart. We cannot afford a weakling to police us, but we cannot also allow muscle and brawn without brain and heart to roam the street hurting the innocent people instead of protecting them. The world has to wake up now. Could it be possible that there is also a summit for policemen and the art of policing. I read that there is one, but how many of the millions of policemen attended? The Philippines sent a few delegation to Russia, but brought with them thousands of euros. Are policemen corrupt too? This is another story obviously.

ORGANIZATION: A CLEARER VIEW TO A KILL

How to Accomplish Tasks Efficiently

Some say that I am obsessed with organization. I don't believe them. I am an organized person but I am not obsessed with it. Organization to me is important in accomplishing almost anything. I believe that when everything is in order, when everything is in the right place, great things are done at a reasonable time. I dig for efficiency. I dig for hard work and I believe in excellence in whatever I do. To be excellent in everything I do, organization is but imperative. This belief was challenged and affirmed today. We have teachers that are so disorganized although they are not right-brained. On the other hand, we also have teachers that are mixed - both right and left, creative and methodical. The former group obviously irritates me. The latter kind makes me believe in the power of the human spirit.

As I was preparing for school today, I received a text message from one of our parents. She relayed that according to her son’s adviser, he would be retained at the same year level next school year. This, according to the mother, was because her son had failures of more than three units. She was quite calm as I deduced from her message. I was irritated though by the adviser who I already talked with yesterday. I told her what information to relay and how to do it so everything would sound sympathetic to the child’s dilemma. This teacher is supposed to be intelligent and in control of herself. I don’t know what happen, but she just made a fool out of herself this morning.

I got so irritated because the teacher was not prudent. She lacked foresight; she was not able to see the possible repercussions of what she just said. I explicitly told her yesterday that the students would still be able to enroll in third year next school year provided he has to take summer classes of subjects he failed this year. The words I believe were easy to understand that even the mother did so. She might have panicked and lost focus because what she relayed to the parent I think were all wrong. This was what I have observed from her lately. She seemed to be out of herself. When one is out of oneself, then she is not focused; thus, she is disorganized in thoughts which will result ultimately to disorderly actions.

I helped the poor teacher rather than reprimand her. I knew better. When I met the mother sometime later, I re-explained to her what really would be the possible status of her son next academic year. She understood, and I hoped the adviser also did. I asked the latter if everything was okay, and she answered, yes. She then went out afterwards, obviously embarrassed of the whole fiasco. I sat down inside the faculty room and continued entertaining queries from our parents who were enrolling their children to first year. I reminded the other teachers that if they be through with everything, we would clean the room; however, I told them this one yesterday. They remembered because those who were already cleared of any obligation started cleaning their respective tables and cabinets.

Definitely, I just really knew who among our teachers were more organized than the others. If a teacher finished his work a lot earlier than expected of him, he must have been methodical and thorough in his approach of accomplishing tasks. Our seasoned teachers were like this. They were organized both in ways of thinking and acting. One neophyte teacher was also organized with her work. There were eight of us this afternoon cleaning and organizing back anew the faculty room. I hanged on the wall some History projects of the juniors. Two lady teachers swept the floor and another started cleaning all table tops. We placed all used materials inside individual boxes hoping some of them would be recycled for next school year. We were proud of what we accomplished this afternoon.

What happened today is a clear demonstration of how important organization is in accomplishing tasks efficiently and successfully. When one is not following a system of order in doing things, there is a greater possibility that a work will be accomplished half-baked. It is important to know, however, that organized action stems from an organized thinking. If one is confused with what really to do, then he does not also know how to do it. Another thing to consider is cooperation. Assigned tasks are accomplished easily if several people work on it in an orderly manner. Several people ease the burden of doing things; however, it is also very important to note that if these people who are cooperating with each other have disorganized thoughts, still nothing will be done. When the goal to accomplish is very clear in everyone’s mind, then each one will be working towards that goal. Organized thoughts accomplish the work.

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.

FEED THE MANIAC IN ME

A Blind Leading the Blinds Not Astray

I am a self-proclaimed egomaniac. The reasons will now be a lot easier to understand because I am no longer angry writing. I have written before that I am one; however, I was so angry then that maybe I might have been really rambling. I hope that after I will have explained my reasons why, I am vindicated. It sound so bad calling oneself an egomaniac. I may not fit in the mold of one, but I feel that way and I am proud of it. I worked hard to become a good teacher. I am always known to be a good English teacher. I am not an English major; I am a Science major, so I teach English the way I learn English as a non-native speaker of the language. Today, again I have been affirmed to be really good in what I do, that is teaching English.

As what I have said, I am not a language teacher. I am a biologist and a medical doctor. I read a lot, and we speak English at home more often than most families. Before I became a full time HS teacher, I have always been invited to talk among teenagers, to host programs and to judge extemporaneous speech contests. I also write articles in our monthly local paper and speeches for different occasions for politicians. Thus, I have been known to be better in English than the others. During my second year as a full time teacher, our senior English teacher (Rhetoric and Research) resigned. The remaining language teachers did not want to take the subject, so the principal offered it to me. I fully well knew both rhetoric and research are difficult, much more to teach students both. Still I gamely accepted the assignment. I like challenges.

Obviously, in my first year of teaching it was all an uphill climb for both my students and me. After three more years of teaching and after my Master's degree, I was able to write the English IV book based on the prescribed curriculum but contextualized. The book went on to four revisions (that is yearly), so we have an improved edition every year. I taught English for seven years and within these years I became the regional coordinator for English for special purposes. I co-authored our national English curriculum. I prepared the grade I and fourth year English syllabi, and I also gave seminar-lectures on how to teach English the rogue way including English portfolios by students. It was only last year that I stopped teaching English IV.

I have been hearing positive comments and feedbacks regarding our school's English program, from grade school to high school. I was very happy about it most specially when our graduates also were very fulfilled with their individual portfolios and their respective performances in college. Four of our alumni graduated last March with high honors, all of them finishing degrees that are related to the English language. When they (alumni) heard that I was no longer teaching English IV, they were perturbed by the idea why I gave up teaching senior English. I told them I have some reservations with the current seniors (who have just graduated last March). I though help them prepare their term papers, but I failed to motivate them well to work harder for their individual research.

I was so happy today. One parent asked me to teach English IV again next year. She told me her daughters are very good in research because of what I taught them. I was so flattered because the mother herself is an English teacher, a grade school English teacher. She's good and I know it takes one to know one. I scored one point for this. Before lunch, I scored another point. An alumnus arrived to get his younger brother's report card. He told me he was a little bit frustrated with the English program of the university where he is currently enrolled at. Besides his professor not so dedicated to the course, he felt he knew writing more than his teacher. When he asked about which citation guide to use in their research, the professor answered that he could use anything. He was sure that the teacher did not think about his answer. What he feared worse was the professor might not have any idea what he was asking for. Third strike - before I left for home this afternoon, I received a gift, a coffee mug. It was from our best extemporaneous speaker haded to me by her mother. She told me her daughter is taking up language studies in Pakistan and hopefully her master's degree in the United States. What can I say more?

With so many good praises I heard about my teaching English IV, I could die anytime soon feeling so fulfilled as a teacher. I am not blinded by the adulations though. I knew that along the way I may have hurt others' feelings - my colleagues, students and even parents. I do not care though, because what I am after is the end result. The end does not always justify the means, I know. However, I would like to justify the morality of my decisions and actions using the principle of double effect. This is what I am so proud of as an English teacher. This has bloated too much my ego, the feeling was so maniacal. Call me an egotist. I know I am, so why the heck. However, I would like to make it clear that before I am now basking under the oblivious warmth of too much admiration, respect and even hero worship, I have gone through all the pains. I have been badly sick once, I needed to be hospitalized. Everything good that I now reap comes with so many sacrifices. Call me a narcissist, I don't care. I am proud of myself because I have been passionate with my dreams and dedicated to my purpose of being. Am I not entitled to be obsessively proud of myself then?

AS GOOD AS A CLIMAX IT HAS BEEN

Plaque of Appreciation and Gratitude

Yesterday, March 25, was our high school graduation day. It was one of my best graduation ceremonies so far. For quite a time, parents have always been our problem during graduations. Whatever caution is thrown in the air for them not to keep on standing and getting in and out of the graduation hall, the just don't listen. Yesterday, however, was different. They were all behaved. Another thing that we accomplished with our graduation yesterday was the phasing of the entire program. It did not take us beyond couple of hours to finish everything. It was indeed a feat. Lastly and the most exciting was that I was awarded a plaque of appreciation and gratitude for my 10 years of efficient, unselfish and committed service to the school (as how the plaque reads).

It has been ten years already since I first taught in school. I was a substitute teacher then for Biology and Chemistry. My best friend who taught both subjects got married. When she returned, I got to teach Computer subjects and Technology and Livelihood Education. My principal later on discovered that I can speak and write in English quite well. The next year and until now, I teach senior English. I co-authored our English IV curriculum used in all our schools throughout the country. I am a Science major though, but I have always been asked to facilitate seminars for non-English subjects taught in English. I find this flattering, and I am just thankful that I read so much before and that I listened well to my Literature professors when I was in college.

Through a scholarship, I was able to finish my master's degree in educational leadership in one of the most prestigious teacher-training schools of the country. I became the youngest principal among the fourteen schools in the region, and one of the select few male principals. I have been a principal for three years now. I still have to accomplish so many things though before I can say that I am a good instructional leader. In fact, this year, is so frustrating for me that I have tendered my resignation last Feb. 23. It was disapproved but at least I made known to my employers that I have plans of not staying long with them. I just do not want to leave the school hurting others' feelings. Should they desire for me to serve them for yet another year, then so be it. Definitely, however, the students should be expecting a different me next academic year.

Despite everything that has happened, I still would like to believe that I deserved the award that I got. I may have been very angry this year, I may have hurt students even physically, and I may have neglected some of my duties, however, I still believed that the award was well-deserved. I would like to believe that before my ninth year in service, it was my most effective year as an instructional leader. I am only as effective as my bosses are. I am only as effective as my teachers are efficient. I am only as effective as my students are cooperative and know where they stand with regards to education as a whole. When any of these factors are out of sync and are not in harmony with how I feel and perceive things and how I really move with these people, I am as ineffective as they are.

I should have been out of school and out of work today if the school has accepted my resignation effective March 23. As the days unfold to weeks and then to months, I have slowly gotten back into focus. I still have the desire to rest from teaching next year; looking at the incoming seniors though has given me a lot of reasons to stay for another year. The plaque of appreciation and gratitude that I have is a mute witness of how much I have sacrificed for the school. My sacrifices may have gone unappreciated by my students, but that my employer has seen my selfless efforts and have me rewarded is a reason enough for me to serve the school but for one more year only as of now. I will really have to take things one year at a time.