Teaching for a Living

Ang tubig, nagbibigay-buhay Pumamatid sa uhaw Pumapawi sa init ng araw Kanlungan ng buhay-ilang Ang tubig, malakas Nakalulunod; nakakapaminsala Yumayakap sa mundo Minsa'y nakapaparam sa buhay dito Ang tubig, laganap Makikita kung saan-saan Maging sa ilalim ng disyertong tigang Maging sa polar ay nananahan Ang tubig, malinaw at malabo Minsa'y pwedeng manalamin Minsan, may kadilimang angkin Kalmadong masungit; mapagbigay na maramot Ang tubig, napapagod Pwedeng maubos Wala ng naibibigay Nagtatago sa kaila-ilaliman Ang tubig, bumabangon Manlabo ma'y lilinaw din kalaunan Maubos ma'y makikita rin sa ibang paraan Makakitil ma'y lundayan din ng buhay --------------------------------------------------------------------------------------------------- Ang tao ay parang tubig. Ito ang bumubuo sa malaking bahagdan ng ating katawan, pumapatid sa ating uhaw, at nagbibigay-ginhawa. Minsan, para tayong tubig, gaanon man tayo kalin

Katotohanan…Mabalasik ang mundo Takot…Moralidad ay yurak Manhid…Bulag, pipi’t bingi sa alingawngaw Katarungan…Isigaw ma’y mailap sa piniringan Hustisya ma’y mabili, budhi’y naniningil sa huli Kung ang kapayapaa’y sa dahas nakakamit May pagkakaiba pa kaya sa huli? Mulat man sa mali, ‘di pa rin ito dapat ginagawi Mabaon man sila sa lupa Mukha ma’y mawala't maabo Kasaysaya’y itatanghal ang aba Kung kailan pa yumao, doon lang dininig ang kwento

Formal research writing is a nuance to most Filipino learners until the inclusion of practical research subjects in the K to 12 system.  With the need to conduct qualitative and quantitative research coupled with a deficiency in using the English and effectively Filipino languages, the success of the said research subjects is still in limbo. In the said curricula of senior high school, Practical Research 1 is for qualitative analysis and Practical Research 2 is for quantitative analysis.  Considering the English curriculum in the Junior High School (JHS) where academic writing had been introduced and the prerequisite subjects in the Senior High School (SHS) that prepare students for research writing, there seems to be no problem. In reality, academic writing seems not to be a culture for many learners.  Writing is not merely used for communication, but also in conveying information and as a sort of record-keeping for essential data that needed to be restored for reference purposes

Teachers are solution-makers in their respective classrooms and school problems.   Everyday   teaching is, likewise an   everyday   researcher pursuit.  As teachers cater to the needs of the learners, they are solving the day-to-day challenges of their professional career.   Some   problems   are perennial, and   some   are accumulating. As action research is the new trend for teachers, they need to be empowered in addressing the   problems   encountered in school.   Such  questions  centered but not limited to students' performances and behaviors, learning environment,   instructional   materials, assessment practices, and classroom management, among others.   Specifically, at the   DepEd , master teachers are   mandated   to do action research.   It is a type of study that addresses school-based issues, concerns, and problems doable within the school year.   However,  some teachers hesitate   to do   research .  Some of the reasons include lack of a background and tra

The tenets of Education for All (EFA) mandated countries around the world to provide equal access to Basic Education for all children, youths, and adults. Education empowers an individual to have greater heights in life and secure and better future, hence, providing accessibility for complete education may set the future of one’s country for the more educated the citizenry could become, the more successful the country would become. The EFA goals had been targeted to end last 2015 since its introduction in 1990, and yet there are countries unable to meet that target, including the Philippines. The six internationally agreed education goals, as presented by the United Nations (UN) to its member countries, are as follows: Goal 1 is for the expansion and improvement of comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; Goal 2 intends ensuring that by 2015 all children, particularly girls, children in difficult circumstan