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A Teacher

It is said that teaching is the noblest of all professions. It requires much time and effort for you to
efficiently do your tasks. Though being a teacher is very hard, it is very much fulfilling knowing that you
are a big part of the future builders of our nation, our pupils.

The great task of helping and guiding the pupils reach their full potentials rests on our shoulders, so we
must continue to strive to uplift our competencies in teaching. It is not enough that we attend school
seminars. It would be very helpful if we will have the initiative to supplement what we learned in our
seminars through readings, conducting researches or be even enrolling to short term courses such as
computer course. These will surely help us cope with the phase of fast changing needs of our society.

Remember, knowledge is our great weapon in fighting the challenges in our profession.

A teacher, yes I am.


Training and guiding pupils, oh I can.
Every day I face many challenges.
All day in school, with full workload, I often get stressed.
Coming to school every day still excites me.
Having children learned, adds fulfillment, you see.
Ending a day always with a smile,
Realizing that everything I did is worthwhile.

Many teachers who use learning styles and multiple intelligences in their classrooms wonder how
important it is for students to know about these models. Experience has taught us that students who
understand the models are better able to understand their own learning profiles, to develop flexibility and
adaptability in their thinking, and to set realistic goals about minimizing learning weaknesses and
maximizing strengths. In fact, research on the importance of metacognitive thinking supports the notion
that instructional approaches that help students reflect on their own learning processes are highly
beneficial to their overall learning and tend to stimulate motivation to improve as learners (Brown, 1989;
Marzano et al., 1988).
When students engage in this kind of “thinking about thinking,” they become more self-directed and are
able to select appropriate strategies for particular learning situations. In Libertyville, Illinois, where high
schoolers take a course in style-based metacognition, course instructor Sue Ulrey explains, “We want
students to understand what sorts of learning styles there are and how to interpret their own behavior in
learning. This leads to greater self-awareness.” (Caccamo, 1998, Section 5, p. 3) Because models of
learning can be taught rather easily to children as young as 1st grade (Armstrong, 1994), many teachers
teach students about learning style and multiple intelligences so they can better understand themselves
as students and as people. Of course, students—and teachers—must understand that styles and
intelligences are not simply categories of identification; any description of a learner is an approximation.
Both models are useful ways of helping us to understand our own strengths and weaknesses as learners
so that we may grow and become more balanced. This chapter will show you a compendium of methods
some teachers use to teach both models to their students..
Best Answer: There is a huge variety of activities and "jobs" within the job of teaching. Try it for just a
couple of days!
Huling PaalamKasaysayan ng TulaHindi pinangalanan ni Rizal ang tula.Bunga ito ng kaliitan ng
papel na kanyang pinagsulatan na may sukat lamang na 15-1/2 sentimetroat 9-1/2 sentimetroayon
kay auro !ar"ia. #a$alan ng sapat na espasyo ang papel kaya%t ito%y &indi na nalapatan pang
pamagat 'ukod sa kailangan talagang liitan ni Rizal ang pagsusulat niya sa tulang may 1(
nasaknong na nasusulat sa$ikang Kastila.#aisalin ang tula sa kauna-una&ang pagkakataon
saKapampangan ni oni"o er"ado noong)nero 1*9+ at ang saTagalog naman ay si,ndres
Boni a"io. lan naman sa mga tanyag na salinng tulang ito sa $ikang Tagalog ay isinaga$a
ninaPas"ual H. Po'lete at ulian Balma"eda. 0amga dayu&ang $ika naman una itong nasalin
sa,leman samantalang may ma&igit na 25 salinang tulang ito sa ngles.Ha'ang nagaganap
ang igmaang Pilipino-,merikano ay pinag-uusapan sa Kongreso ng ,merikakung makat$iran 'ang
sakupin angPilipinas. ay nagpanukalang dapat upang ma'igyan ngedukasyon ang mga 3
barbarong
3 Pilipino. ay isang kinata$an ang tumutol at 'inasa ang HulingPaalam ni ose Rizal 4salin sa
$ikang ngles ni &arles er'ys&ire na pinamagatang 3
My LastFarewell
36 upang patunayang &indi 'ar'aro ang mga Pilipino 4da&il sa galing ng pagkakasulat ngtula6 at
lalong &indi dapat sakupin ang Pilipinas.#akikita sa sulat niya na lagi niyang iniisip ang Pilipinas
ka&it mamamatay na siya ang naiisipniya ay sa kina'ukasan ay maging maunlad ang
Pilipinas. to ay sinulat ni ose Rizal sa Huling Paalam at dito talaga makikita natin kung gaano
kama&al niRizal ang 'ansa niya. to ay nagpapakita na kung tayo ay maging maka'ayan Hindi
tayo lamang ay gaga$a ng madaming 'agay da&il sa ating kagustu&an o kapakina'annganpero
dapat umiisip rin tayo ng tamang paraan na paano p$ede tayo tumulong ng 'ansa natin. a&il
makikita ngayon sa mga 'ata na &indi la&at ay maka'ayan o may respeto sa kanilangpamilya. ,t
da&il dito tutulong ang mga sinulat ni ose Rizal sa mga estudyante sa mataas napaaralan at
da&il dito &indi dapat palitan ang kurikulum.,ng la&at na sinulat ni ose Rizal ay ma&alaga da&il
sa mensa&e na 'umi'igay nila. to mgamensa&e ay kayang gamitin sa 'u&ay natin ara$-ara$. ,t
da&il dito kung mapalit ang kurikulum ang mga ma&alagang mensa&e nito ay &indi makakaaral
ng mga estudyante at ito ay &inditutulong sa 'ansa natin. Kung ang kurikulum naman ay &indi
'agu&in ang mga estudyante ayp$edeng mag-aral ng mga maraming importanteng mensa&e at
gagamitin nila ito na tamangparaan at ito ay tutulong sa kanila sa kanilang pamilya at sa
Pilipinas.0ino ang makakalimot sa kanyang 7Huling Paalam8 na isinalin sa $ikang Pilipino ni !at
,ndresBoni a"io uli nating sari$ain ito:,ng
"Pahimakas,”

na salin ni !at ,ndres Boni a"io mula sa


Mi Ultimo Adios
ni !at ose Rizal. pinakita dito ng 0upremo ng Katipunan na si Boni a"io ang matayog niyang
pagpapa&alaga kay!at ose Rizal nang isalin niya sa $ikang Pilipino ang
“Mi Ultimo Adios”

kinaga'i&an matapospaslangin ito ng malupit at &indi makatarungang kolonyang Kastila.


Bagama;t tumututol si Rizalsa
Himagsikan ng 18 !,
ang inspirasyong naga$a nito sa re'olusyong Pilipino ay isangkagitingang maka'ayan at &u$aran
sa marami nating ka'a'ayan. 0a pana&on ngayong marami sa ating matatalino at ma&u&usay
na ka'a'ayan na lumilisan mulasa ating 'ayan at nakikipagsapalaran sa i'ang 'ansa o
Phili ine dias ora
sa pagnanais namagkaroon ng malaking pag'a'ago sa kanilang mga kalagayan sa
nag&a&ating-uri na patuloy na'umu'usa'os at nagsasalaula sa ating pagka-Pilipino at nang-
Bayan sa mga magnanaka$ sa
José Protacio Rizal Mercado y Alonso
RealondaOn December 30, 1896, Dr. Jose Protacio Rizal, the greatest man
of the Malayan race, was shot to death at Bagumbayan (present day Luneta or Rizal
park), Manila, by a firing squad of native soldiers, on the accusation of political
conspiracy and sedition, and rebellion against the Spanish government in the
Philippines. Recognizing that the verdict was made up, and the die had been cast
against him, he said on the eve of his death:

"A victim is sought and I am the one who is chosen to bear the whole blame. I am
innocent of the crime of rebellion. I am going to die with a tranquil conscience."

(Execution of Dr. Jose Rizal at Bagumbayan, a reproduction of an original photo taken during the
execution of Dr. Jose Rizal)

Dr. Rizal was born of a well-to-do family in Calamba, Laguna on June 19, 1861. He
obtained his education successively from his mother, from a school in Biñan, Laguna,
then from the Ateneo de Municipal de Manila, Santo Tomas University, and from the
Central University of Madrid where he obtained his doctor's degree in medicine and
philosophy. This was suppplemented by his travels in France, Germany, England,
United States, and other foreign countries.

As his biographers have noted, he was a physician, occulist, painter, sculptor,


philosopher, novelist, poet, philologist, and agriculturist.

In 1901, when the Americans took control of the country, Governor-general William
Howard Taft named Rizal as the Philippine national hero. A year later, on February 1,
1902, the Philippine Commission enacted Act No. 345, which made December 30, a
public holiday, Dr. Jose P. Rizal day.

Teachers need to facilitate learning by making the educational process easier for
students. This does not mean watering down curriculum or lowering standards.
Rather, facilitating learning involves teaching students to think critically and
understand how the learning process works. Students need to learn how to go
beyond the basic facts: who, what, where and when, and to be able to question
the world around them.

Methods of instruction

There are a number of instructional methods that can help a teacher move away
from standard lesson delivery and toward facilitating a true learning experience
by:
 Varying instructional methods to try and meet different learning styles
 Providing students with choices to build a greater interest in the topics
being taught
 Discussing real-world connections to make learning more meaningful
 Making thematic connections so that students see that information is not
learned in isolation
 Increasing the amount of talk in the classroom in order to
 Increase opportunities for peer-to-peer learning

Using various instructional methods helps immerse students in the learning


process by tapping into their interests and abilities. Each of the different methods
of facilitating learning has its merits.

Varying instruction

Varying instruction means using different methods to deliver lessons to students,


including:

 Lecture: Though this is the standard instructional delivery method,


lecturing does tap into students' linguistic intelligence.
 Whole- or small-group discussion: Getting students to interact with each
other helps them tap into their interpersonal intelligence. This social skill
will be important for students well beyond the classroom.

 Roleplay: For example, role-playing an aspect of 1960s protest movements


in an American history class would help kinesthetic learners make
connections with the lesson.
 Simulations: Allowing students to participate in more immersive
experiences might include creating a model legislature or a classroom
government.
 Debates: This method forces students to research, create arguments and
defend their positions -- all excellent examples of critical-thinking skills.
 Multimedia presentations: Some students are better at learning visually;
multimedia presentations tap into their spatial intelligence.
 Outside speakers: It's always a great idea to expose students to other role
models who can give them different perspectives on various issues.

Providing students with choice

When students feel empowered in their learning, they are more likely to accept
ownership of it. If a teacher simply delivers the material to the students through
lecture, they may feel no attachment to it. You can provide students with the
ability to make choices by:
 Allowing students to choose from a number of topics for writing
assignments
 Providing a selection of books for book reports and reading assignments
 Allowing students to complete research on a topic of their choosing within
the area you are currently teaching that they will then report back to the
class

 Providing students with opportunities to choose who they might want to


work with on a project

One example of providing choice could be creating a class-wide assignment such


as a historical newspaper and allowing students to pick the section and topic on
which they wish to work.

Critical thinking

Teaching students to think critically takes practice. Rather than focus on facts
and figures, students should be able to make observations in all disciplines. After
those observations, students need to be able to analyze materials and evaluate
information. In practicing critical thinking, students need to recognize different
contexts and points of view. Finally, students also need to interpret information,
draw conclusions, and then develop an explanation.

Teachers can offer students problems to solve and chances to make decisions as
part of practicing critical thinking skills.

Once students offer solutions and make decisions, they should have a chance to
reflect on what made them successful or not. Establishing a regular routine of
observation, analysis, interpretation, conclusion, and reflection in each academic
discipline improves students' critical thinking skills, the skills each student will
need in the real world.

Real-world and thematic connections

Connecting learning to real-world experiences and information helps students


form important connections. For example, if you are teaching about supply and
demand from a textbook, students may learn the information for the moment.
However, if you provide them with examples that relate to purchases they make
all of the time, the information becomes important and applicable to their own
lives.

Similarly, thematic connections help students see that learning does not happen
in isolation. For example, an American history and a chemistry teacher might
collaborate on a lesson about the development of the atomic bombs that the U.S.
dropped on Hiroshima and Nagasaki at the end of World War II. This lesson
could be extended into English by including a creative writing assignment on the
topic and also into environmental science to look at the effects on the two cities
after the bombs were dropped.

By using different methods of instruction, students will be more engaged.


Students think critically when they are engaged in observing, analyzing,
interpreting, concluding, and ultimately reflecting as they learn.

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