This is EUREKA, My Portfolio, or My Mini Library. mostly I post about my own real Experiences in life, Educational concerns, Science, Religion, Love Life, Reflection paper, Poem, Fiction and non fiction story, Sport, autobiography, Opinion, Letter,
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Tuesday, November 1, 2011

just an opinion only


Three Golden Rules to Avoid
The Domestic Violence

A piece of PERIA AROGAN-CHOUDHURY, how to spot a potential abuser was printed in the magazine because a cute chick Susan, 18 was threatened to be killed by her beloved boyfriend, Sam. Absolutely, it is a down to earth shaking news, which make me post a question why Sam acted as a subject in doing such domestic violence while Susan acted as an object in receiving the domestic violence. The writer enumerated ten golden rules, but I will shorten it to three golden rules. We may understand why both Susan and San succumb into the domestic violence by looking into the stages of dating. There are three stages of dating.
First. Philia, a Greek word which means the camaraderie Love, the charm stage. As the ins and outs of falling in love always start with a charm or an enchantment period between a young man and a young woman. A young woman is mature enough to fall in love with a young man for some possible reasons which are as follows: expecting a good-looking boy, a rich man, good physique, smart boy, generous, a brave man, a kind man or with other word among them always saying the repeating phrases such…”it is a secret of mine” or “…they say just He an Me”. Yes, a secret is steadfastly a secret. While a young man, may get attracted to a girl for other reasons like being: lovely and slim lady are their main dreams. Nevertheless, they have different ideas of choosing a date, but the idea of the charm binds them as one. Then this part which is often called falling in love has getting started. It is a time when they can heartily share the ups and downs of the life with each other. It is always fascinating, giving the happiness, and the satisfactions to someone else because the philia has a requirement, is to insist that both sweethearts use their faculty of knowledge which they have.
Second. Eros means the sexual love. Here, the Eros just continues what have been bonded by philia. So, when both sweethearts understood well the philia automatically the Eros will be well expressed even if they are still premature or are not yet ready for it. It will be stupid, blind and dangerous like a car running without a driver. Since, the Eros just focuses on the sexual desire. Sometimes, the girls experience the frigility because some men only think of their own sexual needs, without attention to the philia. While the girls very need philia, first before indulging in Eros with the boy.
Third. Agape means the moral love; the other word for it is the spiritual love. The agape is the core of love. It vibrates from within, form our heart. It has been said that "we are created to praise revere and serve God our Lord through our love coming from our soul". It is obvious that the agape works at he spiritual affairs of our personhood which will support the love being more mature before it will be free to be moved. It means that falling in love is not easy any more to be played. It is further than that; it is fascinating activity which accompany a big responsibility if expressed. Absolutely, only the agape has faculties to imbue the both sweetheart to carry out their due and their obligation in the virtual way. The agape always requires us to be opened and honest to be able to reach what we call “prosperity” in our daily life.
The philia, the eros, and agape will continuously flourish when both sweethearts infuse the moral virtue in it. It will make the love more perfect. An example of this is a teacher, who is a father to 18 children, and grandfather to more than fifty grandchildren. Once, he said to our class that he married for fifty five years, but they did not quarrel. Yes, physically, they have been crimp, ridge, and gray haired but those do not hinder them to love each other until the end of their age. Wow, it is more cool, isn’t it. It seems they are very faithful, and responsible in their bond of dating. Several days later I found out that they have a golden habit that is why their love thrives. Actually, they have a legacy which has been with them for generations now. It is of being a churchgoing family. In terms of their family, and education back ground they are a down to earth family, which most of them just gained the quarta classe (grade four) at the Portuguese Education, in spite of many of them did not accomplish their Grade School, and most did not dream to enroll themselves in the High School and College, but they have unconsciously adhere to the three golden rules. They succeeded in doing the great things, most especially not, getting involve in domestic violence in their whole life.
The domestic violence which was faced by Susan and Sam actually can be resolved if they were patient first in seeking the right time and the right place in expressing the resolves. But they did not have such attitude, they escaped it right away. They neglected a essential factor which may possibly determines their future. Their involvement in the domestic violence has brought us to learn something important in our daily life. It is good that we tale a look at what they have experienced. They fell into domestic violence, not because they are still young, or they do not have enough the know-how. It is not also because, they abandoned youth where they were not nurtured early by their family. There are really none of these. Their core case is because of their pride. That is right, since the pride usually obstructs us to be open for dialogue. Of course, many people do not wish being always accommodating to others, because they know that being free will be more advantageous. What I mean is, that it has opened our mind that the pride drives us to refuse God’s love. It is quite painful, is it not! Do you still remember that when you were at school. Among your classmate, who is the most stupid in the class? In your mind I am sure that your answer would be a man or woman who always put the self high with PRIDE. This basic case made Susan and her boy friend experienced difficult in enjoying their love. Here, the pride is one of the sins which everybody have. According to the Catholic Church teachings it is one of the seven deadly sins. I can mention the other six, such as, the covetousness, the lust, the anger, the gluttony, the envy, and the sloth. It is just part of the guidelines to be paid attention. It seems that the pride, generally comprehended as a basic sin, which everybody may unconsciously has fallen into. But talking about these sins is another topic.
The domestic violence is hard to be avoided. It is a disease which has been affecting many of us. There is a way to minimize it. For instance, in our country, a group of people has formed the organizations such as the Women against Violence, the Sister Organization, the Women’s Media Circle and many others which have been involving young men and young women in the campaign against domestic violence. Even here in Ateneo de Naga University, we give support in reducing its incidence by establishing an organization which is called the Office of Gender Development. In my mind, those organizations have the same goal that is to prevent the domestic violence from happening. As of now, it depends on how each of us participates in fighting against the domestic violence.
 Nowadays, we can be satisfied with a number of development which may be achieved the Department of Education, and Culture. We feel proud of them for infusing their fresh program into school institution. For instance, in the kindergarten, the teachers teach the children to how greet someone. It is a good deed, absolutely and it is a essential program in the kindergarten too. Another good habit which should be common for the children is the prayer. As children, they are innocent, they record it literally then, they proudly practice it at home. Sometimes, we bored by their repetitive act but our families will earn great advantage since their son, their brother, or their sister will be practicing the value which will ensure his/her future moral life. 
We expected that when they grow up and become young man or a young woman, they will steadfastly be aware, to do the right thing for the greater glory of God and country.  The perfect early practice makes perfect in the future.  AMGD


I wrote this When I was in First year college at Ateneo de Naga University_Philippines_2007
To be submitted to the SRA's Director



Sunday, October 23, 2011

Starting Point


A Brief Description of the site


Goal of the Practice Teaching portfolio is to emphasize that writing is an ongoing process and in doing so to reinforce in students’ minds the understanding that excellent writing,  and creativity, are the results of extensive drafting and revisions.
When it came to the Design of the Practice teaching Portfolio, for me personally, it became very hard!  I said it so, because, to design the portfolio, it really requires critical thinking skills.
I designed my portfolio very simple. I started to think on it since I started writing my Entries and reflections. At the middle of the Entries I have collected the materials. It was lucky for me because the majority materials that I have, they are remaining of my Assessment II, Educational Technology I, and Educational Technology II Project. They are really available materials then.
As my Practice teaching Portfolio title says “I WANT TO SEE THE WORLD”.  This title really represents the whole of the Portfolio itself!  I chose the bond paper colors to make the portfolio more beautiful. Because, I really believe that the more colors I choose, the more reactivities that I have in my everyday life. Here, each color that I posted on my Portfolio, it has meaning on it. It might be very NATURE, and yet it might be quite SIMPLE indeed, but These COLORS represent my PERSONALITY and Characteristics indeed. SO, At least to know a little bit of me, this very first Portfolio has been answered it. Other words, my Personality, and my Characteristics have been applied on this simple portfolio.
The green color is one of my favorite colors. I have chosen this as my foundation of building the cover. I am really innocent, and lack of experiences in my own ways. From this color, I strongly believe that I will LEARN a lot. While the Christmas Bell represents my sincerity, and my openness.  “I WANT TO SEE THE WORLD”, it has been started here at the College of Education, Ateneo de Naga University.

AMDG

practice Teaching


My Goals for Students Teaching
When I began my student teaching, I thought about the goals I wanted to accomplish. One of these goals was to raise my self-confidence in my teaching. Deep down, I knew I was a good teacher to teach and mold the lives of young students. Then, the more I thought about it, the more nervous I became. How was I to know that I was the right person to shape the future of East Timor? I knew that if I could be confident in my teaching, that I would be able to become that person that truly made an impact on the students.


Another one of my goals for student teaching was to create an environment where every student felt safe and comfortable. I wanted to create an environment where the students trusted me and their classmates; an environment where they felt free to ask questions without the fear of rejection or embarrassment. I wanted to learn how to create one of those classrooms where we immediately feel comfortable and ready to learn as soon as I walk in the door.
I have a dream…
AMDG

writting syllabus


REFLECTION ON THE SYLLABUS
After my Practice teaching ended, I have been aware that writing the syllabus lesson plan is really quite simple; it is meant to communicate. But, I might ask myself, communicate to whom? The answer to this question, on a practical basis, is me, myself! The SLP, I wrote are to guide me in organizing my material and I for the purpose of helping the students achieve intended learning outcomes.
I have learnt also that a key principle in creating a SLP is specificity. It is sort of like saying, "almost any series of connecting roads will take you from Key main campus, Ateneo de Naga University to Ateneo de Naga University High School, eventually." There is however, one any only one set of connecting roads that represents the shortest and best route. Best means that, for example, getting to Ateneo de Naga University High School by using an unreliable car is a different problem than getting there using a brand new car. What process one uses to get to a destination depends on available resources and time.
            For my each SLP, before it done, it took a few hours to write.  Once I have an idea of the main aims, sub aims and personal aims, I can promptly write up the lesson plan.  As John Dewey pointed out, within education, that direct experience is key to learning.  Thereby, the more direct experience an educator has with SLP, the more the educator will learn about the importance of SLP. 
            Finally, it is very obvious to me that I had huge amount of weaknesses during my application of my syllabus lesson plans in the classroom. However, I do not want to stay at this stage. I have to move on, since I do believe that this is just the beginning. Adding to that I have also a positive side to be proud of, that is my own ways of proceeding.

student's feedback


Reflection on the feedback
 It has been a tremendous experience especially since I, as a student teacher, received invaluable feedback from  LG 4222, and LG 4423, my teachers, although I had regularly received formal feedback from my peers. I am glad that I became confident about my own competence in teaching in Physics and I now feel more comfortable about another wonderful teaching opportunity that I will be facing later on. Positive feedback included my designing syllabus lesson plans, visual aids, and presentation, responsible, kind and cheerful teacher, passion in teaching, and very confident in delivering the lesson in the class room.
Specifically, I received some feedbacks on my presentation. I did not compose comprehension questions with capital letters and question marks, which I did not notice at all until I read the peer feedback. Another peer commented that the presentation was "a little crowded" and I should delivered lesson in Power Point Presentation instead of Presentation.
Aside from the positive feedback from the students, teachers, and my peer, I gained also the points for improvements. The points for improvements are class room management, the ways I spoke in English, speak lauder so that my voice can be heard, I should learn how to discipline the students, provide handouts and I should prepare more activities when teach.
There was also a feedback with which I consider something awesome.  This is really out of my mind; it is not congruent with the focus of my class. Two female’s students suggested that I have to   use cologne before entering my class room.  This is a new thing. I have entered in new culture. And I have to learn to accept it. Thank you for this observation. I appreciate it very much. I have learned a lot from you all.
Learning is change. Change is not easy for anyone. Teaching the students to become critical thinkers, to learn from their feedback, from teacher’s experiences, and the peers will be one big step forwards. I have a big dream that when my students leave school I will have given them a few tools to take with them and use for life in addition to the little bit of Physics I have taught them. I also have a dream that I too will have become a best teacher to teach and to educate the fellow East Timorese people to find their own ways with my own small ways.
AMDG

Saturday, October 22, 2011

Ateneo de Naga University High School


Reflection on the Practice Teaching

            45 days of my student teaching experiences have been very advantageous.  In one semester of student teaching, it feels as though I have learned more about the field of education than I ever thought possible.  Many of the educational practices and theories introduced to me as a student were strongly reiterated while I was present in the classroom.  However, I also learned new practices and teaching tips from my cooperative teacher, ma’am YING; my adviser of the practice teaching, Ma. Veronica E. Jallores, and of course some good advises from my class mates. I have learned. And I will continue to learn with each passing day to be a professional teacher, later on in our beloved country East Timor.
As an East Timorese Future Teacher, I was so lucky since, our practice teaching’s advisor, Ma. Veronica E. Jallores installed me in Ateneo High School, a very best and very expensive High School in Bicol. It is seven kilometers away from main campus. Mostly, the Class starts at 7:40am, and it ends at 5:00pm.  At the Ateneo High, I taught Physics for fourth year students, LG 4222, and LG 4423. My cooperative teacher is Ms. Marieta Morcilla Rapi. She is very kind, humble, respectful and very responsible Physics teacher, I ever met.
 The first week of observation class was very important. Through the observation, I realized that, a teacher must enforce his or her rules and be consistent.  The moment that the students feel a certain amount of freedom or power, they will take more and more.  I feel that once a teacher loses control of his or her classroom, it is almost impossible to regain.  Thus, a teacher must always organized and in control.
When, I was given an opportunity to teach the students, I held full responsibility.  In other words, I was 100 percent responsible for designing my own syllabus. I was completely overwhelmed with the responsibility, yet I also felt that I was truly introduced into the teaching profession.  I quickly developed a solid routine and learned the importance of being efficient.  I really enjoyed working with my cooperating teacher.  Ma’am Ying allowed me to have great freedom with the classes and encouraged me to try any new lessons or ideas that came to mind.  She also offered me tips when appropriate and was always willing to help out when I needed it.  And importantly, she also gave me the test paper to check, or other one around, I am the one who asked for it. Sometimes, I also asked my cooperative teacher whether I am going to teach or not. It was really interesting. As time passed by, I am aware that the LG 4222 and the LG 4423 are little bit “NAUGHTY”. However, they are intelligent, diligent, and participative students. I do like them.
            Interacting with the students immediately became the most rewarding aspect of teaching.  Even though I held the title of “teacher”, and “sir” inside and outside of the class room, I learned a significant amount from these students.  Motivation proves to be one of the most important words that I take away from my student teaching experiences.  I have always known that students need motivation to learn their material; however, I never realized how powerful it really is.  Even the smallest words or actions can spark motivation in students, and this is vital.  Even by showing motivation in my speaking voice, students showed and increased interest in the material and were able to raise their hands to recite freely without hesitation.     
     
The Physics Majors 2007-2012
           The greatest challenges that I faced while in the classroom were the fact that even though I as the teacher wanted each of my students to do well in my class. These challenges are class room management, and the language barrier. I noticed, because of these two challenges, some of the students did not have chance to focus well, while others I did it very well. With these two challenges, I would say that the students can only gain knowledge by taking advantage of the opportunity in front of them – their education.  Some may chose not to benefit from this opportunity.  Once again, this situation emphasizes how important it is to stimulate intrinsic motivation in each of the students. 
My student teaching experience provided me with a true taste of the Jesuit Education_ the Philippines Education_ the education world.  I now have much more confidence in my teaching ability and feel confident that I chose a career I will love. I am very excited to have my own classroom, and I now have a better feel for the challenges that will come on my way.  Each day is a new day, and no days in the classroom will be identical learn from each day and each experience. 
            Practice Teaching at Ateneo High School, I have learned that: Teachers are said to be best artists because unlike artists who work on canvasses, marble, stones, woods, and buildings, they shape the habits of the mind and feelings and develop the character of the learners. Unlike the artists or painters, authors or musicians, and architects whose creative works people admire and applaud, the creativity of the teachers of the  teachers done only in the classroom has no audience to applaud. It is a noble work indeed. As an East Timor Future Teacher, this practicum would be a big challenge for me.          
I have tools and experiences now. Really, I am very happy, because I am so sure that these beautiful rare  experiences that I have been through, automatically it will be my guides and references as well, so that when I go back to my beloved country East Timor later, I will apply them in helping my country through teaching in my own small ways.  Thank you Ma. Veronica E. Jallores. Thank you ma’am YING. Thank you ATENEO. Thank you GOD.
By Moreira, D Manuel. A Reflection paper to be submitted to the  Practice Teaching Teacher
__Ateneo de Naga University__Philipppines. 2011.

My Philosophy


Personal Educational Philosophy
As I begin these reflections about teaching, I am reminded of one of Mark Twain's dictum, "Don't let schooling get in the way of education." I think that the goal of educating High School-level students can only be achieved by presenting them with more than lectures, rote memorization tasks, and straight forward projects (traditional schooling).  In other words, an educator must move beyond the traditional model of schooling to a point at which students can learn effectively. 
When students come into process of learning they are but a few steps away from their professional careers.  Although somewhat of a cliché, what is true for a business is also true for its employees, to succeed an individual must learn to be faster, smarter, more creative, and be able to learn from mistakes.  How can we prepare students to succeed in this competitive environment?   The answer is, at least in part, to move them out of their comfort zone by presenting them with realistic problems that have undefined boundaries and solutions and that require cooperation as well as competition.  The goal of this is to help students to learn to be critical thinkers and effective problem solvers so that they can be effective competitors in their careers. 
My Teaching Strategy
To achieve the goal of helping students learn, an educator must have a teaching strategy that guides the delivery of the course content and specific tactics that can be used to achieve success.  Several of the principles that I use to guide my teaching activities are presented below.  


Preparation is Key
I believe that one of the most important ways for me to provide high quality teaching is to be prepared for each and every class period. As a student I observed many lectures where the instructor was ill prepared.  I vividly remember the frustration that I felt in those situations and determined that I would not exhibit such behavior in the classes that I teach.  Therefore, I always strive to be prepared by knowing the material, having visuals prepared, and ordering the class in a logical and consistent manner.
Know My Subject
A corollary to preparation is the need to know the subject matter.  To present course content adequately, it is critical to know what I am talking about.  This does not imply, of course, that I create a false façade to my students by pretending that I know everything about the topic. This is impossible in most cases. Rather, it is critical that I know the material well enough to help students see how the material relates to society, organizations, and/or themselves.   


Know My Students
A second corollary to preparation is to know my students.  When I say that I need to know my students, I not only mean that I need to learn their names so as to personalize my relationship with them.  In addition, I believe that to be an effective educator I must know pertinent information about my students.  I should be knowledgeable about things like their skills, their reasons for taking the class, and their expectations about the class.  This comes from something that I learned in a business writing class that I completed as an MBA student.   To write well, you must know your audience so that you can write to your reader. This adage is appropriate for educators as well.  To share knowledge that is pertinent to students, I must know their needs, expectations, and career goals.  
Individual Instruction is Important
I think that an educator should treat each student as an individual.  This comes from my recognition that the original role for educators was as a mentor.   The mass lecture that is so common in the university setting today was a later adaptation so that a greater number of students could be educated.  Although the lecture setting is a necessity, students can still benefit from one-on-one interactions with the instructor.  Therefore, I attempt to learn each of my students' names and address them as individuals in and outside of the classroom (e.g., to facilitate this I take each student's picture during the early part of the semester).  This not only helps me to have a better rapport with students, but I am sure that it improves many students' self esteem and positive feelings about the course and the material presented.
Students Should be Encouraged to Participate
A corollary to individualized instruction is encouraging and expecting participation by each student.  The classroom should not be a venue for one-way communication.   An important part of the learning process is expressing individual opinions and receiving feedback about these opinions.  Therefore I use a number of approaches to encourage individual students to participate.  For example, I generally require that students in my courses earn participation credit via activities both inside and outside of the class.  Further, in all of the classes that I teach I frequently call on individual students to answer questions or respond to my inquiries.  Finally, in project-based courses involving difficult concepts I generally ask students to work on in-class cases and exercises.  I have found that practical examples help students to better understand complex concepts because each student will need to actively focus his or her thinking on the concept rather than passively listening to a lecture.
Quality Must be a Top Priority
I strive to deliver a quality product to students.  Quality is a critical part of effective teaching.  To maintain high quality standards, an educator must define realistic objectives, reexamine course content to make sure the objectives are being met, and implement positive changes that will maintain and improve quality service to students, colleagues, and the university.  One of the tools that I have used to incorporate quality improvement into my courses is a supplementary evaluation form.  This supplementary form includes both open-ended and scaled questions that deal with both general and specific issues that are pertinent to each course.  By monitoring and tracking these evaluations, I have been better able to monitor each course more precisely and tune each course as needed. 
Make the Material Relevant
I think that to properly educate students at the university level, an educator must make the material he or she is teaching pertinent to students.  Often this means that material should be taught in such a way that each student is able to relate to the material and apply it to his or her life and career.  This can frequently be accomplished by providing real world examples and cases that demonstrate the concepts that are being taught.  For example, I frequently utilize current events to illustrate important concepts and ideas.  By discussing information that is in the news and relating such information to the course, students often maintain high levels of interest and are better able to see how the concepts operate in a real setting.  One very useful tool to accomplish this goal is the Internet because it can be used to show students web sites that illustrate in more concrete ways the concepts being discussed in class. 
The Use of Information Technology Demonstrates Its Usefulness
A corollary to the previous point is to make the topic of information technology (IT) relevant by using it extensively in teaching and managing the courses that I teach.  It is somewhat ironic that professors frequently do not practice what they preach to students.  I think that it is critical that when I teach topics related to IT that I demonstrate its value by using it inside as well as outside the classroom.  Towards this end, I utilize technology in presentations, in contacting and tracking students, and in disseminating information and course materials.  For example, I often utilize PowerPoint, the Internet, and software packages that are being discussed in the classroom in order to make presentations or convey ideas to students.  In addition, I extensively use tools like e-mail to keep in contact with students and, in effect, create a virtual classroom environment.  In fact, my use of e-mail in the classroom dates back to the early 1990's.  On a related note, I make extensive use of the web to disseminate to students course materials like assignments and the syllabi.  As with e-mail, I began using a course web page in 1995 and have continually used this technology since that time.
Students Learn Best by Taking Action
Another corollary to the tenet of making course content relevant is the issue of activity-based teaching.  I believe that the best way for a student to develop a good understanding of a topic is to create opportunities for him or her to act rather than to merely read a book or listen to a lecture.  To do this, I incorporate numerous hands-on activities in the classes that I teach.  For example, as early as the fall of 1996, I have required that students in most of my classes build either individual or project web sites.  This is a very practical exercise that most students find to be very useful and which provides them with experience that helps them understand the difficulties involved in developing web sites.  This type of exercise is very practical and helps students to understand important concepts related to the course.
Change is Good
To provide a quality teaching environment, an educator should be willing to change the way that he or she teaches.  I am open to change and constantly try to reevaluate the courses that I teach with the goal of improving the teaching environment.  In addition to changing the broader components of the course, I also try to vary the way I present material to students on a day-to-day basis.  It is somewhat counterproductive to use the same lecture style day after day.  Therefore I often vary the mode of presentation by using, for example, the whiteboard on one day, PowerPoint the next day, and hands-on lab instruction on the third day.  
Create a Fair but Demanding Learning Environment
I think that it is critical that students be expected to act responsibly, to learn to be professional, and to meet high standards in the classroom.  At the same time, it is also important to be fair and evenhanded with all students.  To achieve these goals I require that students adhere to deadlines, that they produce quality work, and that they act professionally in their interactions with one another and with me. To make sure that all students have the same opportunity to achieve these goals I always attempt to make my expectations about required performance clear both in written as well as verbal instructions.  In addition, however, I also attempt to be fair to all of my students by being impartial in grading and interacting with students and by treating individuals with respect. 

Research is Relevant
I think that the research that an educator is involved in is very relevant to teaching.  In my experience, every manuscript that I have published has been relevant to my classes in one manner or another.  In addition, the excitement that I feel in discovery cannot help but spill over into the classes that I teach.  Thus, scholarship and teaching are closely intertwined and are critical to successful teaching.
It's Fun to Learn
I think that one of the most fulfilling facets of teaching is the joy I feel when I see a student get it.  In general, students seem to express a similar sense of joy or happiness when the light beams on in their minds about something that we are covering.  In general, learning is something that is supposed to be fun for all concerned.   Yet, too often it seems that students and professors don't experience the fun part of teaching.  I think that the best way to learn is to make the topic enjoyable and to create an environment in which students can have a good time while they learn.  I therefore try to inject not only humor into lectures and discussions but also make projects fun and enjoyable.  In addition, I try to express to my students the fact that I think that the topics that I teach are not only interesting and important, but also that they are usually fun to learn.  One of the best ways to do this is to maintain a high level of excitement about the topic and express that excitement to students.  In this way I hope to spark the flame of excitement from learning in their minds as well.

Monday, April 4, 2011




Why College of Education?




When I have a leisure time, I go out to take a fresh air outside of Xavier honor’s Dormitory for Men. I always face with two great questions when my steps reach at the Ateneo de Naga University main gate. The two questions are as follows: do I go to Centro to enjoy seeing the new products, and newest model that import from China, Japan, and Singapore which is being sold in SM of Naga, E_Mall, Robertson, and LCC, or have I go to Santo Cruz to see the poor people there so that I can make a difference?  With these two contradiction ideas, the second question always gets the higher points for the winning. Then, I continue my trip to see closely the people in Santa Cruz. After strolled around it in my heart, I say “Oh, my God! Majority young people here,  at the Santo Cruz are not able to go to school. They are from poor family, and yet they stay at the very poor shack. This reality of life shakes my heart deeply, and it strengthens my mind to devote myself more to be a teacher, rather than to be a businessman, and politician who sometimes tends to think about Self-Centeredness, exploit people, and sometimes also bewilder people to stay unrest in their life. By taking up College of Education, I have a single goal to help people such them to lessen their burden in the circle of the poverty. I think, it would be only a single way to second them to get the better life in the future.


As we know, the human capital is the second determinant of productivity. It is the economist’s term for the knowledge and skills that people acquire only through Education, Training, and Experience. For me personally, the College of Education is one course that offered to fulfill that requirement. To be formed being the most important variable in the learner’s Educational environment. Perhaps, without the teacher, the related Elements of the teaching-learning process would be ineffective for the motivations, guides and directs the learner’s in their quest for knowledge.



In closing, I am proud of taking my College of Education at the Ateneo de Naga University. It is not because CHED grants Autonomous status to AdNU; College of Education is Center of Excellence. But I am being sent by East Timor Jesuit to take my college of Education here at Adnu, actually because of the Jesuit Tradition of Excellence. I do expect that, I will be inspired, and convinced to learn more the related course through Field Study. Hopping that, after graduation at the College of Education here at AdNU I will gain “Something New” to help my country East Timor in reducing the poverty too in my own small ways.




Note:  A reflection Paper to be submitted to the Field Study Subject Teacher  at AdNU, Philippines, 2010




An Opinion on the Learning Mathematics

“I’m not good at math”, “I hate math” or “math is too hard” are common phrases heard by students. “One of the curious aspects of the community here at Ateneo de Naga University(AdNU) is that it is socially acceptable to take pride in not being good in mathematics”. Where do these attitudes and beliefs come from? Can they be changed? Through this simple opinion, I would mention, three main ideas surfaced as possible reasons, we as students dislike math: math anxiety, lack of motivation in mathematics, and a negative attitude toward mathematics.

Math Anxiety

 

Math anxiety is a condition in which students experience negative reactions to mathematical concepts and evaluation methods. Math anxiety can lead to several consequences. For example, sometime, some teachers here at the Ateneo de Naga University remaining that mathematics anxiety may prevent students from pursuing higher-level math courses and and some teachers also stated, “math anxiety has been found to have a negative relationship with mathematics performance and achievement” Anxious individuals may avoid mathematics classes, may be more likely to have negative attitudes toward mathematics related activities, or if they become elementary teachers, may not spend as much time teaching mathematics as their less anxious colleagues. So, it means that math anxiety has two dimensions: affective (nervousness, tension, dread, fear) and cognitive (worry).
On the other hand, some teachers and students have focused on the effect anxiety has on achievement. In our everyday life as students, it is clear to compare the relationship between math anxiety and achievement in math. The population correlation for the relationship between math anxiety and math achievement have significant meaning. It tells us that fluency in math may be more related to math anxiety than overall performance. In other words, math anxiety may increase with problem complexity. One implication is that as students progress through high school and classes become more complex their anxiety level will increase. 
 
Motivation 
 
Motivation can be divided into two categories: extrinsic and intrinsic. Extrinsic motivation is desire to obtain rewards for academic tasks, such as grades, or avoid punishments. "Academic intrinsic motivation is the drive or desire of the student to engage in learning ‘for its own sake’”.


Students’ feeling of relatedness to their teachers was strong predictors of their cognitive, behavioral, and emotional engagement in classroom activities” . Some teacher gave the example: Jaime Escalante, the real-life hero of the film Stand and Deliver, insists that he must teach his students for three years if they are to succeed in AP calculus. He conscientiously builds relations of care and trust with each student. He shows steady concern for the integral development of his students – how they are doing in English, how their home lives are going, what jobs and sports they participate in. This attitude and effort that accompanies it are part of teaching mathematics. As we build such relations, our students learn to trust us. When the work is not as exciting as we’d like it to be or when they have low moments (as we all do), students will often persist in mathematical endeavors for their teacher. “Okay, if you say so. I’ll do it - just for you”. As the process of learning goes on a review of literature and we found out that to “describe theoretical orientations guiding research in mathematics motivation and to discuss findings in terms of how they facilitate or inhibit achievement". It gives us: “students' perception of success in mathematics are highly influential in forming their motivational attitudes”; “motivations towards mathematics are developed early, are highly stable over time, and are influenced greatly by teacher actions and attitudes"; “providing opportunities for students to develop intrinsic motivation in mathematics is generally superior to providing extrinsic incentives for achievement”; and “Last, and most important, achievement motivation in mathematics, though stable, can be affected through careful instructional design”.

Attitude


“Attitude toward mathematics is defined as a general emotional disposition toward the school subject of mathematics” . It has been obvious to us that “attitude toward mathematics significantly influenced choice of mathematics major”. “One of the most important reasons for nurturing a positive attitude in mathematics is that it may increase one’s. tendency to elect mathematics courses in high school and college and possibly to elect careers in a math related field” One important factor in students’ attitude toward mathematics is the teacher and classroom environment. It said that teacher quality (enthusiasm, respect, commitment to help students learn, fairness, praise and reinforcement) seems to be consistently related to attitude toward mathematics.“However, the important trend highlighted in this concern is that students in secondary school become increasingly less positive with regard to their attitude toward mathematics and their beliefs in the social importance on mathematics”. Students’ notions of the nature of science showed little change. In regard to middle school changes, attitude and social importance of mathematics declined at a significantly slower rate for students with positive teacher push and positive peer influence. Parental push was also a significant influence. In high school, positive peer influence , positive teacher push, and curriculum (students taking higher math) were related to slower rates of decline in attitude and social importance. It means: “If teachers hold high expectations and present students with challenging mathematics, then students may be more likely to enjoy mathematics and recognize it usefulness” and “teachers’ choice of activities and mathematics problems can have a strong impact on the values that are portrayed in the classroom and on how students view mathematics and its usefulness”. Supporting positive peer networks and involving parents in school activities involving mathematics can help slow decline of students’ negative attitude toward mathematics. Therefore, the junior high years may provide teachers an opportunity to treat negative attitudes toward math and foster high achievement. 



 
Summary

It is clear, that math anxiety, motivation, and attitude all play important roles.Whether or not students will pursue advanced mathematics courses and careers in math related fields. As some of teachers concern, it has not only become acceptable to not be good at mathematics, but acceptable to be proud of not being good in mathematics. Here are the some suggestions to address the problem, for example: change teaching methods, get students actively involved in learning mathematics, show students the relevance of mathematics in their lives, build relationships with the students, promote a positive affective environment, and create interest in the mathematics field are just a few. In any case, the affective environment can play a large role in reversing the trend of negative attitudes about mathematics, lack of motivation, and the adverse effect of math anxiety on the students.


Note: this is one of my entries in my Portfolio, to be submitted to the Assessment II teacher, at AdNU.

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