The valedictory speech I never gave

(Graduation is drawing near. When I was about to graduate from college, I dreamed of delivering a valedictory speech, but that dream would remain just that: a dream. If I were to deliver the valedictory speech, however, I would've given this speech.)


I wish I could talk about how our government manages the public money, so that the accountancy and commerce students could relate to me. I wish I could talk about our criminal justice system, so that the criminology student could relate to me. I wish I could talk about our health care system and child abuse, so that the social work students could relate to me. I wish I could talk about the use of psychology in preventing crime, so that the psychology students could relate to me.

I wish I could talk on those different fields, so that everyone present here could relate to me. But I could not because I don't know any better. And if I do talk about the things I know better, I'm afraid you could not relate to me. If I would talk about Multiple Intelligences or Learning Styles or Teaching Strategies, nobody but the education students would listen to me.

I'm not even sure if they would listen, and listen like their grades depend on it. They've heard enough of them in the classroom. Surely they don't want to recall their harrowing experience in the classroom, not even now that they are wearing toga whose origin they barely know.

So I will talk about my own experience in college. After all, we human beings are by nature chismoso. We always wanted to know something about other human beings.

Yet I won't try to please everybody because I'm afraid that if I try to please everybody, I just might end up pleasing nobody.

Thank you for listening to the introduction. If you have one more minute to spare, do spare it.

I blog---still.

When I was still working as a student assistant in the high school library of Holy Cross, I get to read almost all of the major broadsheets every day. I get to read a book a week. I get to update my blog. I get to surf the internet and research on just about anything.

Now that I'm working as a teacher, all the things that I used to do, I no longer do. It's frustrating, but the upside is that what I'm experiencing right now is something that working in the library cannot give.

I will write more of it later when I'll be able to find my rhythm.

The fruit of years' work

Catholics but not de cajon

On February 26, 2010, the Archdiocese of Davao, together with the Holy Cross of Davao College, held a Presidential Mock Elections. Many were encouraged to participate, but only few responded. (I'm not one of those few.) Of the almost 9,000 population of HCDC, only 1,000-plus voted.

Meanwhile, in the said mock elections, Noynoy Aquino won. (I will give the specifics later.)

It's a curious thing that Noynoy won, at least as far as HCDC is concerned. In the first place, HCDC is a Catholic school. As such, it subscribes to the teachings of the Catholic Church. One of its teachings is the sanctity of life. Which is why the Catholic Church opposes the Reproductive Health Bill because, the way the Hierarchy interprets it, the bill undermines the sanctity of life.

This same bill Noynoy Aquino supports.

Now how can we explain this anomaly? It could mean that Holy Crossians are ignorant of Noynoy's stand on the RH Bill. Or Noynoy's stand on the RH Bill is the least of the voter's consideration, which means that voters still don't think about issues and the candidate's stand on them. Or Holy Crossians, though most of them are Catholics, simply are not de cajon; they know just how to think for themselves. They have a mind of their own.

Thou shall not block

If it were not for Mr. Felix Bolocon, the head of HCDC's Instructional Media Center who also gave us an enhancement on Educational Technology, I wouldn't have known that there is this animal called "IFLA/UNESCO Internet Manifesto Guidelines."

The manifesto has a portion that deals with "Barriers." You-who-once-blocked-Facebook-Friendster-etc., listen. The manifesto says:

Access to the Internet and all of its resources should be consistent with the United Nations Universal Declaration of Human Rights and especially Article 19:

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

The global interconnectedness of the Internet provides a medium through which this right may be enjoyed by all. Consequently, access should neither be subject to any form of
ideological, political or religious censorship, nor to economic barriers.

Barriers to the flow of information should be removed, especially those that promote inequality, poverty, and despair.

In short, you cannot just block Facebook, Friendster, etc. like you did before. Understand?

I survived Dr. Aberion's seminar

[caption id="attachment_1455" align="alignleft" width="103" caption="Dr. Bernardita Aberion"][/caption]

Of all the seminars that I’ve attended, the seminar on problem-solving strategies is perhaps the most frightening—and challenging. Why? Well, for one, it was Dr. Bernardita Aberion, former Education Program head, who facilitated it, and everyone present at that time knows who Dr. Aberion is. She’s a no-holds-barred teacher. She speaks her mind. She’s frank, the kind that can make anyone recoil in embarrassment. She’s strict. Her very presence is enough to send chills to faint-hearted students.

Indeed, she's the only speaker I've ever seen who began a seminar by scolding the participants. “I was told that you will prepare the materials,” she said, “only to find out that I will have to prepare them myself.”

When she started fuming, it seemed as though the cozy Audio-Visual Room suddenly turned warm. The din in the room disappeared, and was supplanted by an eerie silence.

“Nganong gamay lang man ang gipa-photocopy?" she continued. "Nagtipid mo? When you want to learn, you have to spend.”

The slippers and the slippery slope fallacy

On December 1, 2009, I've had a row with the security guards of our school.

"What's this," the male guard asked, referring to the white smoke cellophane in my bag.

"Slippers," I said.

Then the male guard asked for my I.D. One moment, I said, why are you confiscating my I.D.? Then I turned to the lady guard, who I think is more genial. I asked for an explanation. She obliged and said that students are no longer allowed to bring slippers inside the school campus.

Why? I asked. Because, the lady guard said, some students, once they're inside the school, wear the slippers they bring.

I was shocked. In my mind I wanted to discuss with the guard if that new regulation had undergone procedural due process before it was implemented. And I wanted to ask the guard if he could show me a written document saying that students are not allowed to bring slippers because, as far as I know, the only thing that's prohibited with regard to slippers is when you wear, not bring, them.

I was even more shocked to hear the raison d'être of the new regulation. I can call it for what it is: silly. It's true that some students wear the slippers they bring when they get inside the school. But it's still absurd to prevent students from bringing slippers just because they might wear them inside.

Isn't that what you call the "slippery slope fallacy"?

I'm just curious: Will they soon prohibit the bringing of ball-pens because students might use them for stabbing? Will they prohibit the bringing of papers and books because students might use them for setting the school on fire?

I wanted to say all that to the security guards, but I opted to remain silent, and gave my I.D. instead.

Dealing with defeat my way

I went this afternoon to the Education Student Council's Office, only to be told that I placed third in the Essay Writing Competition sponsored by the Learning Resource Center of our school.

Of course, the news rather disappointed me. I'm not the pseudo-humble person who says that joining the contest is in itself enough for him. Truth to tell, I expected to place first, and I guess the five others who joined the contest did.

And what exactly did I do to, at least, cushion this recent blow on my pride?

A. Pretend that I'm doing a greater good. Perhaps the winner needs to beat a person of my stature in order to raise her morale.

B. Recall my past accomplishments, which the winner obviously didn't achieve.

C. Take note of the fact that she wasn't published in any national broadsheet. I was. She wasn't a finalist in the 2009 Philippine Blog Awards. I was.

D. Take note of another fact that when you google her name, the only result that the search engine will yield is her Friendster or Facebook account and nothing else.

The answer is E: all of the above.

(OK, thus is imitated from Jessica Zafra. I just can't help it. I couldn't find a better way to say what I want to say. My apologies.)

Ang maka-highblood nga mga application letters...

...sa mga adunay plano nga mag-teacher.

Pahibalo: Pardon to those who can't, don't understand Bisaya abd swardspeak.

Kagahapon, samtang nag-istambay ko sa Principal's Office, aksidenteng nabasahan nako ang mga daan na application letters sa mga previous applicants. Uban sa mga applicants, kaila ko.

Naay usa na ni-kuha sa akong attention. Basta babae siya. Ug iyang major kay kargado ug sayaw-sayaw. Mao lang to ang akong masulti bahin sa iyang identity.

Wala nako natingala nganong wa siya madawat. Abi ba nako ug gusto siya mutudlo sa tulunghaan na iyang gi-aplayan. Pero nganong sa latter part sa iyang letter, niingon man siya na:

I'm looking forward to be apart this institution. (Emphasis mine).

Good for her---wa siya nag-inusara. Daghan pang mga letter na kon dili char ang pagkasulat, gina sweet-talk ang recepient, nga mao ang Principal. Aduna pay nag-start sa iyang letter na murag ni-apil ug essay writing contest:

Education is performing the lives of children...May I have the opportunity to submit my application letter...

Naa puy meloera kaayo:

May I have the opportunity to apply  for a vacant teaching position in your...well-established institution.

Ug aduna puy murag nagsulat sa iyang autobiography. Gisaysay ba naman iyang mga kaagi sugod nag-graduate siya, pagtrabaho niyag 3 ka bulan sa usa ka telecommuncations company, pagtrabaho niya ug pipila ka bulan sa gawas, giunsa sa ilang grupo pag-meet sa ilang quota...yada yada yada. Kulang na lang isaysay niya kung, uh, never mind.

Ambot na lang. Wa sila kilati! Kung ako ang mag-vet, dili gyod nako dawaton kadtong mga applicants na sa letter pa lang windang na.

Tag-as ra kaayo sila ug appraisal sa ilang mga sarili. Wa may kaso ni. Kana kung tinuod pud ang ilang appraisal. Meaning: congruent ang imong ginapang-tabi sa kung unsa gyoy imong ikabugha. Naa pay niingon didto na:

I believe my knowledge, competencies, and skills can contribute to the development of the students.

Huh? Nakulbaan ko. Are you sure you want to teach students with your ghastly grammar and egregious English?

On one hand, nag-huna2x pud ko: Husto ba nga i-judge ang usa ka teacher base sa iyang application letter. Malay nimo dili lang gyod siya verbally intelligent. Di ba?

On the other hand, basic man gud na skill ang letter writing. Biskang sa elementary ginatudlo na ang pagsulat ug letters: application letter, invitation letter, letter of aplogy, letter A, B, C, D...

Ug dinhi na natapos ang akong kaligut-got sa mga maka-highblood nga mga applications letters sa mga adunay balak mag-teacher.

Disclaimer: I'm not claiming na my grammar is perfect. Pero, modesty aside, I can say na, at least, I can write passable English.

Books shall set us free

This week is the National Book Week. This year's celebration has a theme "Kaaya-ayang Magbasa sa Kalikasang kay Ganda."

All the libraries of the Holy Cross of Davao College---Grade School Lib., High School Lib, Learning Resource Center (College Lib. e-Lib, IMC)---have prepared several activities for this week: essay writing contest, poster making contest, etc.

***



Today, I'll be joining an essay writing contest. The essay, the mechanics said, must be 150-300 words. It should revolve around the theme: "I need. I value. I love my library." An excerpt:

Books shall set us free

Books have many purposes. There are books that entertain. There are books that teach us how to cook and plant. But books as weapons for independence? Probably a far-fetched idea. But once upon a time, in the Philippines, books were not just ornaments that adorned the library. Books, which are carriers of ideas, were once used as weapons for independence.

'Cory is beautiful'

(The following essay was written by Mrs. Lourdes "Ma'am Gee" Gamutan, an
English and Literature professor at the Holy Cross of Davao College.)



Cory!

by Ma'am Gee

She held my hand in a warm clasp. I looked into her kind, lit-up face. While it was not yet my turn for her attention, I sized her up. Creamy skin. The kind that speaks of Chinese genes. Open, smiling face. The one that welcomes you without built-in reservation. Simple. Sans make up. In a person who hold number one authority in this land, it's a pleasant absurdity. There is no inclination to arrogance or meanness or claims to power in her aura. This is a wife of a hero. She herself a heroine to democracy in this corner of the earth.

A night with Cathy

[caption id="attachment_1198" align="aligncenter" width="540" caption="Tionko Ave.---one of the places in Davao City where prostitution is thriving."][/caption]

“While nothing is easier than to denounce the evildoer, nothing is more difficult than to understand him.”— Fyodor Dostoevsky

“Why not child prostitution?” my research professor asked me and my two group mates, Adam and Mark.

There was a silence. I didn’t know what to say. Adam and Mark didn’t say a word either. They just looked at me, as though they were telling me not to accept our professor’s suggestion. I knew then what they meant, so I told our professor, “We’ll think about it, Sir.”

My group mates handed over me, being the leader of our group, the decision to choose a subject for our research. Early on we decided that we would be doing a research on street children. After all, they are easy to find. They are everywhere. But our professor told us that it’s very common. “Choose something that’s least studied,” he said, “a subject that’s novel.”

When we couldn’t think of a subject aside from what we proposed before, I asked our professor what he could suggest. He suggested child prostitution. “But Sir," I protested, "it would be very difficult for us to do it."

Cooperative Learning Strategies Seminar

Mag-cooperate unta akong mga groupmates.

Qué barbaridad!

(This is my response to Dominique's post. But I'm re-posting it here, with a slight revision of course, so that the world may know that laziness and idiocy are not the exclusive domains of the students.)

FYI, I'm a student assistant assigned in the Internet Laboratory housed inside the H.S. Library of Holy Cross of Davao College (HCDC). My job as an S.A. is, well, to assist Internet users---students, teachers, co-SAs.

One time, a teacher asked for my assistance. (Much as I want to name this teacher, politeness tells me otherwise. But for convenience's sake, let's call him Sir B---B meaning "bald.")

"Paki-print ko ani Vin," said Sir B, pointing to the information on the screen.

I looked at it for a while, then followed his instruction.

As I hand the printout to him, I asked, "Para sa asa diay na, Sir?"

"Para sa akong masteral," he said matter-of-factly, as though his credibility were still intact.

"Ah, I see."

When Sir B got out of the lab, I chuckled because the information he got came from answers.com.

answers.com as his source of information for his MA Degree?

Qué barbaridad!

I pity not the teacher, but the students who're under his care---or scare.

HCDC 'mourns over the senseless death of Carl Anthony Gaudicos'

Below is the statement of Mr. Marlan T. Jose, Coordinator of Student Affairs of Holy Cross of Davao College, regarding Carl Anthony Gaudicos' death. Gaudico, a second year engineering student at HCDC, is the latest victim of fraternity hazing--- a "brutal expression of brotherhood." See Patay sa Hazing?

AS PER school policy (Student Handbook Disciplinary Measures #55), the school does not recognize fraternities and sororities inside the school campus. The school is not against students’ right to peaceful assembly but utterly against hazing. Pursuant to Republic Act 8049 or the Anti-Hazing Law, the school had acted on crack down of students who are members of existing fraternities and sororities outside the campus to sign a waiver promising not to be active nor recruit neophytes inside the school premises. Violation of this provision means exclusion or expulsion.

In this fateful moment, the school mourns over the senseless death of Mr. Carl Anthony Gaudicos. No words can appease the pain it brought to the bereaved family and the HCDC Community. Together we work hard in order to seek justice for his death.

The cycle of fraternity violence (hazing) will continue as long as there are fraternity and sorority members who recruit innocent first and second year students. Hence, a lesson should be learned from here. To all students, be vigilant and focus on your studies. Prevent falling prey to this brutal expression of brotherhood. Let us all follow the true spirit of Christian Brotherhood taught by Jesus Christ where love, peace and forgiveness abound.

To this end, the struggle against hazing is never ending. We denounce hazing as a means of brotherhood. The struggle is inside. Let us all together work for justice to our brother, Mr. Gaudicos!

Marlan T. Jose
Coordinator, Office of Student Affairs
Holy Cross of Davao College

KKK at HCDC

Last summer, I participated in KKK, the videos of which I posted below.

No, not the Kataas-taasan, Kagalang-galangang Katipunan ng mga Anak ng Bayan -- the society founded by Andres Bonifacio. But rather, the Kuro Kurong Kabataan -- the talk show of Atty. Karlo Nograles, chief of staff of Speaker Nograles.

I must confess, though, that I am no fan of the Nograles. When a friend told me that Atty. Nograles would be having the 3rd episode of KKK at HCDC and I was shortlisted as one of the participants, I accepted it only because the issue at hand -- The Right of Reply Bill -- is important.

The Education students' FS saga

Education students are the future teachers of society. But are they up to the challenges of teaching? How will they handle a class of 70 to 80 students when they’ll teach in public schools? Can they make their class interesting given the limited resources?

The training before
Education students before are oblivious to what awaits them in the actual field of teaching, owing perhaps to the fact that their training gives them little opportunity to see the realities of teaching.

Like cloistered monks whose lives are devoted to a life of prayer inside the monastery, education students spend most of their training inside the comfortable confines of the classroom, learning different principles and strategies of teaching.

Like cloistered monks who have shunned the world of men, education students only have an iota of knowledge on the real world of teaching—a world fraught with unexpected twists and turns.

But that was before Field Study (FS) came into the fore.

Enter Field Study
FS is an extended practicum program spearheaded by Basic Education Assistance for Mindanao (BEAM), a project initiated by the Department of Education (DepEd). BEAM is jointly funded by the Philippine Government and the Australian Government through a grant of AUD$36 million from the Australian Agency for International Development (AusAID), according to BEAM’s website.

The entire FS program comprises six stages: FS 1: Learner’s Development and the School Environment; FS 2: Classroom Management Skills in the Teaching and Learning Process; FS 3: Micro-teaching and Use of Technology; FS 4: Team Teaching: Exploring the Curriculum; FS 5: Learning Assessment Strategies; FS 6: On Becoming a Teacher.

FS is one of the major activities of BEAM’s Pre-service Teacher Training in which future teachers, while they are still having their training in Teacher Education Institution (TEI), are already deployed to different schools, especially public schools, either to observe or to practice teaching, depending on what particular stage of FS they are in.

This model, according to BEAM’s website, is consistent with the Commission on Higher Education (CHED) Memo. Order 30, s. 2004, which says, “the deployment of student teachers should begin in second year rather than in their fourth year.” The institution of FS aims to give opportunity to future teachers “to more fully develop their teaching skills through a developmental and sequential approach.”

The FS experience
At first, Education students were clueless what FS is all about. It was as strange to the Education student as Coca-Cola was to Xi, the playful character in the film “Gods Must Be Crazy.” What they knew was that FS is just one of the new subjects in the Education Program’s BEAM Curriculum.

“Prior to enrolling FS, I do not have any idea of what it is all about and what am I going to do in this course,” said Mark Jason Diaz, a senior BSED-Social Studies student.

So when the first batch of FS students, half-jestingly called “The Experimental Batch,” was deployed to their cooperating schools—Bangoy National High School, Sta. Ana National High School, Davao City National High School, etc.—it was only then that they discovered what FS is like. And succeeding batches of FS students soon realized that FS offers opportunities like never before. Some find it exciting. Others find it enriching. Still others find it enlightening.

“Having the FS on the field was a very exciting one,” said Mark Jason Diaz who is now on his FS 5 & FS 6. “I got to meet other people with different personalities.”

Lou Tarranza, a senior BSED-English student, recalled how the members of the school community cordially received them. “I was amazed with the ambiance. The teachers were very approachable and at the same time, I really appreciate their hospitality,” Tarranza said.

Problems, problems
But everything does not always go well for the FS students. Among the problems they experience is how to balance their limited time. It is even doubly difficult for working students. “Being a student assistant,” Mark Jason Diaz said, “it’s really difficult since I need to make some adjustment on my duty hours so that if would fit my FS schedule.”
Though not a working student, Ismael Oledan, a senior BSED-Social Studies student, also experienced juggling between his class schedule and FS. “One of the difficulties I encountered while I was having my FS was how to manage my time between FS and my class schedule,” Oledan said.

Other sources of complaints are the requirements: Portfolios, Lesson plans, FS manuals, visual aids and a host of other requirements. And accomplishing them just eats a great deal of their time, including their precious time for sleep. “We sacrifice many sleepless nights just to finish them,” said Ginalyn Vistal, a senior BSED-English student. “It is really a burden on my part as a student because I also have major subjects, which are equally taxing.”

Not for the faint-hearted
But then, “These are the times that try men’s souls,” said Thomas Paine centuries ago. He was of course referring to the tumultuous times of the American Revolution. But the saying applies as well to the times when Education students are struggling to finish their FS.

Frankly, teaching is not for the faint-hearted. Only those who have the right blend of passion, commitment, altruism and competence can survive in this, well, unglamorous profession. That is why FS is there to expose future teachers as early as possible to the realities of teaching, so it would make them ponder whether they have chosen the right profession or if they deserve to be a teacher to begin with.

Call it a hassle or anything, but no doubt FS taught Education students valuable lessons— lessons they can apply in the actual field of teaching. “In FS, I learned that patience is indeed a virtue,” said Jidelyn Lobino, a senior BSED-Physical Science student. “Some learners are really hard to handle, but keeping your composure and controlling your emotions really help a lot. Patience helps you to not get disappointed of yourself.”

‘Crossing the Rubicon’
“Despite the difficulties, FS courses had given me a lot of learning experiences that I could surely apply once I become a full-fledged teacher,” said Jed I. Bete, a graduating BSED-Social Studies student. “Through FS, I was able to experience and witness the real scenarios in the world of ‘public education’. I also came into a realization that in teaching, it’s good to be idealistic. However, it is better to be realistic.”

Having gone through all the six FS courses, Jed I. Bete knows whereof he speaks. Asked if he was dissuaded by the sorry state of ‘public education’ and of the teachers in the Philippines, Bete replied in the negative. In fact, he is “even more encouraged to fulfill” his dream of becoming a teacher, which will be a dream no more as he will graduate this March 2009.

“Despite those terrible realities,” Bete said, “I still believe that there is happiness and satisfaction in the profession of teaching. Aside from that, being an agent of change, I know I am needed not only by my future students, but also by the society at large. How could I introduce change to the system? I am crossing the Rubicon. I am becoming a teacher.”

EU Whiz: Just like a tattoo

I didn't know that Mindanao Daily Mirror had also covered the EU Whiz held last July; I thought it was only the Mindanao Times, until I stumbled an on-line version of the Mirror's account of the contest:

"UP Mindanao team won the grand championship in the recently concluded EU Whiz ’08 Mind Encounter Kaya Mo To! held at the event center of SM City Davao on July 10.

***
"The third round was between Holy Cross of Davao (Jed Bete, Kharren Ray Pala, Arvin Antonio Ortiz, Rolando Pelayo, and coach Teresa Fabiana), UP Mindanao, and Jose Maria College (Gretchen Belleza, Rizz Monique Juan, Earl Evangelio, Annie Rose Labong, and coach Rachel Amad).

"In the end UP Mindanao won, followed by Brokenshire as first runner-up, and AdDU as second runner-up."

The EU Whiz is  one event that will always remind me of 2008. Just like a tattoo, I'll always have it.  (Yuk-wasn't that line from Jordin Sparks' "Tattoo" song?)

It's not that I am  still harboring  a sayang-naman-hindi-kami-nanalo-feeling that I keep remembering that unfateful event. EU Whiz is memorable to me for two reasons:

1. It is my first time to join a quiz bee outside the school.


2. At least I did one thing in 2008 that I can be proud of:  imperiling the UP Min's chance of winning.

We  are desperate to win the contest. We even studied several facts and figures culled from the most unreliable of sources, just to secure that we left no stones unturned. Happenstance decreed otherwise. We lost. But I can say that it was a heroic defeat---at least for me.

While the article detailed how UP Min. won the contest, it forgot to mention how we made the UP Min's road to victory an uphill climb. Yes, making the Iskolar ng Bayan 's lives miserable (only in quiz bee, of course) is something that one can be proud, considering that the people in the audience (from what I heard from my friends who were there) are all rooting for them.

They are deserving indeed. But so are we. Although we know the answers, the  judges know  the UP  studes better. Tsk...Tsk...Tsk...

The moral of the story: Press the buzzer harder. And make sure the light works. Otherwise, the rival team will be called.

Environmental education, Happy LA style

If my memory serves me best, it was in 2006 when 1st District Councilor Leo Avila III--Happy LA to his radio listeners--visited HCDC where he gave a talk on coastal environmental education. I remember Sir Giovs, a former high school Science teacher, asked a soft copy of the councilor's presentation. The good councilor obliged. I searched for it in one of the library's computer units where Sir Giovs saved it. Luckily, I found the file. The presentation is instructive. So I thought it would be better to post it online although I don't have the councilor's permission. But I presume he would have also wanted others to have a copy of it.

His presentation is entitled "Coastal Environment: Protecting and Conserving Our Resources." For those who want to have a copy of it, e-mail me at arvin_1123@yahoo.com.ph and I'll send it. It would be a lot easier, though, if I'll simply post it here, but the computer won't cooperate. Maybe next time.