Teaching for a Living

Rowena M. Carreon T-III, Pablo Roman National High School As student-teachers (STs) navigate the actual teaching practices with their internship program, their cooperating teachers' (CTs) support in developing instructional materials (IMs) catering to students' diverse needs and situations makes a difference and has a long-lasting impact on their future careers as teaching professionals. 21st-century skills encompass a variety of skills from learning, technological, social, and other technical skills they need to succeed in real life, even in higher education, or with their future careers.  Many tasks assigned to student-teachers are developing lessons and instructional materials to deliver quality instruction. Though teachers are deemed the best instructional materials, today, learners learn best using tools and materials they can manipulate and interact with. Hence, CTs and STs need to be abreast with instructional materials, both conventional and modern, from printed to ...

 Rowena M. Carreon T-III, Pablo Roman National High School Student teaching is a program before graduation in which student teachers are expected to apply what they have learned from their courses to actual teaching experience. In basic education, it is an opportunity for teachers serving as cooperating teachers (CTs) to mentor and prepare student teachers (STs) for the world of work as teaching professionals.  Both CTs and STs, as curriculum implementers, are expected to transfer and develop the needed 21st-century skills among learners. Through the in-service training given to student teachers (STs), they gained firsthand experience in applying 21st-century teaching methods demonstrated by their cooperating teachers (CTs). By observing how their CTs develop 21st-century skills in students, these future teachers will likely be able to implement these practices in their classrooms. This preparation will be invaluable when they officially enter teaching (Magno et al., 2016). In...

When is the last time you give feedback to your students? Is it positive or negative?  We often think that positive feedback does little to encourage and improve learners' engagement in the process. Little do we know that it worked and may increase learning outcomes if done effectively. Wiggins (1998) pointed out that feedback is only effective when it is timely, specific, understandable, and actionable. Here how it works: 1. Feedback should be timely given, rightly after an activity, assignment, or task. 2. Feedback should be clear and specific on what has been done correctly or improved further. 3. Feedback should be within the learners' level of understanding that they can comprehend it on their own. 4. Feedback should be results-oriented; it must motivate learners to do actions they need to perform.  It is better if the feedback is process-oriented than students' personality-oriented. In that sense, learners can focus on completing a learning task rather than focusing o...

No matter what the situations are, quality education must persist. At the center of this process, teachers and learners must work hand-in-hand to deliver meaningful education amidst challenges posed by circumstances.  Every learner has the right to education, and the government and educational institutions must guarantee it at all times. Though circumstances hinder effective delivery, flexible and alternative modalities can be adopted and shared with the stakeholders.  In this crisis, children are in the most vulnerable situations, and keeping them focused on learners would lessen the impact of social restrictions imposed in their communities during this emergency.  Here are some of the essential strategies for teachers to keep up with the challenges posed in delivering education in times of emergencies.  1. Be Adaptive and Receptive to Change Teachers must adopt appropriate learning platforms or modalities suited to the learners' needs and situations. Being adaptive...

Sana nama'y iyong pakinggan Pusong nawalay, nananambitan 'Di man sadyang ika'y iwanan Damdaming ligalig, walang mahagkan O, aking irog; mahal sa buhay Lugod ay ikaw sa habambuhay Mga kinimkim, nais ihayag Aking panaginip, sakdal nang bihag 'Wag sanang limutin, masidhing damdamin Na 'di man palarin, mananalangin 'Di na magtatago, walang sisisihin 'Pagkat ang mabuhay, ikaw ang ibig sabihin

Ilang beses mang tumayo, nadarapa pa rin Sumigaw ma’ng malakas, walang nakikinig Mga panaghoy, kailan kaya diringgin? Mayroon bang makakasama sa dilim? Walang mapagkunan ng lakas Pabalik-balik sa umpisa Nangungulila sa paglingap May pag-asa bang maaaninag? Wala namang ibang hiling Kundi pusong nakikinig Mga matang ‘di nanghuhusga Mga bisig na kumakalinga

Walang pakialam sa sinasabi ng iba Takot nama’ng pilat ay maipakita ‘Di lubos yakap ang kapulaan Nangangambang mahusgahan   Magkaroon man ng sugat Ito’y marka ng tagumpay Sa katawan ma’y bakat May ganda ring taglay   Buti pa ang katawan, ‘di napipi sa sakit Samantalang ang puso'y 'di nasanay umimik Yakapin ang kahinaan, buuin ang nawasak Sa paghilom, magandang pilat ay sisikat

Nilalamon ka man ng lungkot Lugmok sa pangungulila't pagod Hinga lang ‘Di natutulog ang Diyos   Pakiramdam ma'y nag-iisa Pinaglayo ng pandemya Hinga lang Maaayos din ang lahat   ‘Wag sukuan ang pag-asa Sa Diyos ay umasa ‘Di man umayon ang panahon Sa Kanya, may pagkakataon   Nasaan ka man ngayon Mahirap man ang sitwasyon Hinga lang May darating na solusyon   Ngayong sinusubok tayo ng Diyos Hirap man unawain nang lubos Hinga lang Sa huli’y may paghilom

No one saw the drastic impact of the Coronavirus pandemic in today's education. Everyone is caught unprepared. Even teachers are at the toughest challenge of their careers yet.  In times of emergencies, education shall thrive and continue. As a social capital, education needs to engage and capacitate every stakeholder to work hand-in-hand to assure learners' right to learning and success despite the continuous challenges in today's society. Though teachers are mandated to provide holistic and responsive instruction to the learners, educating a child is not their sole responsible perse. Everyone in the community has the responsibility of rearing a child to become competitive, humane, and proactive in society. In times like this current Coronavirus pandemic, collaboration among education's stakeholders is a key for the continuity of quality education.  Now, more than ever, teachers need to be adept and be transformed with the trends to strengthen the delivery of quality a...

Sa daan-daang wikang sinasalita May isang dakila'ng pagkakalikha Salamin ng makulay na adhika Nagbubuklod sa bayang dakila   Pagkakakilanlan ng lahi Sandigan nang buklura’y manatili Sakdal sa lahat ng wikang pinili Karikta’y banal at namumukod-tangi   Pinag-isa ang bayang watak-watak Pinanday ng karanasa’t ‘di palalasak Sumasabay sa panahong mapanubok ‘Di bumibigay, pagkakaisa’y iniaalok   Sa kabila ng pagkakaiba-iba Wikang Pilipino’y kinikilala Hulma’y dakila’ng pagkakalikha Kaluluwa ng bayang maharlika

Now that the Coronavirus pandemic is challenging education delivery, the teachers must work hard to capacitate themselves and look for meaningful continuing professional development (CPD) endeavors. Everyone now is shifting to remote learning or gaining knowledge, interacting, and connecting with others while at home.  In the Philippines, all professionals must have specific CPD points as a requirement for the renewal of their licenses under the mandates of the CPD Act of 2016 (RA No. 10912). Teachers must have 45 units of CPD activities in two major areas - ethics and professional development.  Today, there is a limitation with the face-to-face CPD activities, either self-directed (offered by non-CPD providers), professional (offered by CPD providers) and academic, and lifelong, formal, informal or non-formal learning. However, there are still online learning activities that credited CPD points. Organizations and entities are now offering online training, seminars, and contin...

The occurrence of natural and human-made catastrophes had hindered the delivery of quality education for the learners. In times like that, the role of scaffolding or instructional support resonates with the aim of continuous learning despite emergencies. Scaffolding is a term associated with the works of Wood, Bruner, and Ross (1976). It is instructional support provided by the teacher, tutor, parent, or any supervising professional, which is temporary, to assist learners in accomplishing their tasks and solving problems independently. It is an assistive learning technique proven to promote independency among learners, making them invest in their own pace of learning to explore, investigate, and formulate new information based on actual involvement in the process. Scaffolding, as it is used in construction, provides support, reinforcement, and foundation for learning. In times of emergencies, scaffolding becomes an integral tool to reinforce learning through the aid of an older person ...

Laging may bigat na nararamdaman Mga bagay na ‘di pa rin naiintindihan Laging nababalot sa takot Mga panagip ay bangungot   Manhid na sa sakit Nginingiti na lang ang pait Pusong nilisan ng pag-asa Kaluwalhatia’y ninanasa   Araw-araw hinahamon Sa kalungkuta’y bumabaon Nilalamon ng pag-iisa Walang katuwang sa pagdurusa   Nauubusan na ng panahon Nawawalan na ng pagkakataon 'Di pumanig ang sitwasyon Hirap sa sarili’y bumangon    

Isang malayang tao May matibay na pagkatao Walang piring ang mga mata May sariling pagpapasya Napako sa obligasyon Nawalan ng disposisyon Laging nasa isip ay iba Sa buhay nila'y tanikala Sa kabila ng mga nagawa Laging may panunuya Intensiyon ma'y mabuti Sa huli'y lagi pang nasisisi Nais nang kumalas Sa buhay na de-kumpas Laging may pagdirikta Iba ang naghuhulma Pasensiya'y napupundi Nawalan ng bait sa sarili Maraming salitang naririnig Sa sariling tinig, nais tumindig Nasa ko'y maging malaya Mabuhay ng may pag-asa 'Di kailangang nakatali Walang sinomang nagmamay-ari

Nilamon ang isip ng pagtataka May nagawa bang pagkakasala? Kung lumayo ma't napag-isa Nawaglit ba sa alaala? Tumakbo't nagtago Namanhid sa pagsuyo Pusong nagdarabog Sa isipa'y nambubugbog 'Di man lubos na naiintindihan 'Di man sambit ang pagdaramdam Lugmok sa pananambitan Damdami'y pinagdaramutan Tayo'y magtagpo sa dulo ng 'yong galit Nang mga puso'y 'di makasakit 'Di man datnan ng kapatawaran Magkawalay man, walang pagsisisihan

Minsan ma'y 'di nasusunod ang plano 'Wag matakot huminto't magbago Madalas mang ulanin ng pagsubok Mayuming sumabay sa pag-agos 'Wag ikumpara ang sarili sa iba May pag-asa sa bawat pagdurusa Minsan ma'y napag-iiwanan Tibay ng loob, panghawakan 'Wag papasakop sa lungkot Tumindig, tuldukan ang poot Mag-isa man o may kasama, wala ring mag-iiba Kung sa pangamba'y laging padadala Sa bawat araw na lumilipas Yakapin ang tuwa't lumbay, iwasiwas Tadhanang kinagisna'y malupit 'Wag pasusukol, abutin ang langit

Ligayang sakal sa mga kwerdas Galit na sa leeg nakakwintas Bibig na sinisigaw ay dahas Sa kalungkutan, sana'y makaalpas Masakit mang maiwang mag-isa Mas magandang 'di na umasa pa Lungkot nama'y mawawaglit Kaysa sa pusong nangangalit Pangungulila sa matang itinatago ng ngiti Indak sa pusong nababalot sa pighati Kaligayahang pinagdamot ng panahon Wakasan ang kirot ng kahapon Kung makalilimot lang ang gunita Sana'y 'di na muling madapa 'Di man mabait ang pagkakataon Maraming leksyong naibaon  Sa panahon ng pag-iisa Maraming bumabalik na alaala Naging marupok man ang pundasyon Susubok pa rin sa ibang pagkakataon

Mapamiling mga mata Sari-saring nakikita Aninong malungkot Sumasayaw mag-isa Maraming sumisigaw Walang nakikinig Malinaw ang paningin Isip nama’y nakapiring Sa pag-iisa Maraming gunita Sa daming inaalala Wala namang makaalala Sa pag-ikot ng mundo Walang umiikot sa’yo Lahat nakikikonekta ‘Kaw, kampanteng mag-isa Bulagin man ng kariktan Sa kadilima'y 'wag manahan Sa’n man magtungo Balikan ang ipinangako

Pinoy, dakila ang ‘yong lahi Bukambibig, laya’t diwang puri Kakaiba’ng kaalamang nakabinhi Karanasa’y taal at namumukod-tangi Tumingin man sa kana’t kaliwa Ibang-iba ang isip, ugali’t gunita Sa lente ng iba ma’y tanikala Makulay ang maskarang nilikha Pisikal ma’y layo-layo Iba ma’ng direksyong tinutungo Buklura’y isang dibuho Sunod sa ritmong bumubuo May karanasan mang kolonyal Kaisipang mapagpalaya’y nakakintal Sa pang-aalipin ma’y sakal Pagkakakilanla’y sakdal Nadapa ma’t naiwang mag-isa Natayo sa sariling mga paa Sa dilim ma’y kumapa-kapa Nailawan, sariling kandila Lumipas man ang panahon Tubog sa kwento ng inspirasyon Na subukin man ng pagkakataon Sa unos, sabay-sabay aahon