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MILESTONES
' ' IK PHrUPPINB EDUCATION
 REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
DepEd Complex, Meralco Avenue, Pasig City, Philippines

DepEd MEMORANDUM
No. 348, s. 2003

ADDENDUM TO DEPED MEMORANDUM NO* 311, S* 2003

(First National Teachers Summit)

To: Bureau Directors

Regional Directors
Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools

1. The following is an addendum to DepED Memorandum No. 311, s. 2003

"Attendance of public school participants is on official time only and their transportation expenses
may be charged against local school board funds subject to its availability and the usual accounting
and auditing rules and regulations."

2. Immediate dissemination of this Memorandum is desired.

EDILBERTO C. DE JESUS
Secretary

Reference:
DepED Memorandum: (No. 311, s. 2003)
Allotment: 1—((D.O. 50-97)
To be indicated in the Perpetual Index
under the following subjects:
CHANGE
CONFERENCES
TEACHERS
"Educating for a Strong Republic"

“Bawat Graduate, Bayani at Maranyaf’

 THE TEACHER’S MAGAZINE
10
Editor-in-Chief and
Managing Director
THE ffllLMB JOUfflM OF EDUCATOR
FOUNDED 1918 BY DEAN FRANCISCO BENITEZ
PATRICIA B. LICUANAN
Assistant Managing Director Number 7 DECEMBER 2003
Volume LXXXII
CARLO L. PETERSON
Regular Contributors TABLE OF CONTENTS
DELFIN BAUTISTA
AMELIA LAPENA-BONIFACIO ARTICLE
LALA CASTILLO The Basic Education Curriculum & Teachers
QUEENA LEE-CHUA Education Programs, Part 2....... Nilo Lanete Rosas 294
EDITH DELA CRUZ
AVELINA GIL CLASSROOM MATERIALS AND AIDS
ANDREW GONZALEZ, FSC i Science......................................................... Delfin Bautista 301
LETICIA PENANO-HO Civics/Culture.............................................. Henry Totanes 302
DOMINGO LANDICHO Environmental Education........................ Edith dela Cruz 303
EDNA MAE LANDICHO
English in the New BEC........................... Araceli Villamin 304
EMY M. PASCASIO
AGUSTIN V. TORRES Mathematics in the New BEC................. Alegria S. Flora 305
HENRY S. TOTANES Ang Pagong at Ang Ban-og............ Edna Mae 0. Landicho 316
ARACELI VILLAMIN Art Box.................................................... Brenda V. Fajardo 319
GILLIAN VIRATA Pagsulat na Malikhain......................... Domingo Landicho 320
JULITO VITRIOLO
FILIPINO SECTION
Associate Editors
Sa Sariling Wika......................................Agustin V. Torres 306
ESTRELLA S. RODRIGUEZ
ANDREA L. PETERSON Mga Tulang Pambata............................ Agustin V. Torres 307
Ang Tinapay............................................. Zenaida Verdillo 308
The Philippine Journal of Education is
published monthly except April and May. Ang Pipigan..................................................Doyeen Gatus 309
Subscription rates: P255 — P26.00/copy
CHILDREN’S STORIES AND VERSES
Foreign — $95.00. Offices at 175 Alfonso XIII,
San Juan, M.M. For safety and speed, address Dante and Dexter, The Best of Friends... Gillian Virata 310
all communications to P.O. Box 1576, Manila, 4 Years of Occupation............... Amelia Lapeha Bonifacio 311
E-mail address: pje2000@pworld.net.ph —
Children’s Verses........................................................... 312
Tel. Nos. 726-5463, 722-6528; Fax No. 722-
6528. REGULAR FEATURES
Address subscription, remittances, ................................. 290
Letters.......................................
complaints and all other business matters
to the Managing Director — The Philippine Educational Cross Currents .. Andrew Gonzalez, FSC 292
Journal of Education. Visions....................................... ......Leticia Pehano-Ho 293
Entered as second class mail matter at Teacher Opinion...................... ................................. 296
the Manila Post Office on October 16, 1946.
Correct English........................ ....... Emy M. Pascasio 298
ALL PAYMENTS SHOULD BE IN POSTAL
money orders or telegraphic Millennium Notes..................... ......Queena Lee-Chua 299
TRANSFER. FOR SECURITY REASONS, Innovations in the Classroom ...............Lala Castillo 300
ALL POSTAL MONEY ORDERS AND Teachers’ Problems................ ..............Julito Vitriolo 314
TELEGRAPHIC TRANSFERS SHOULD
BE MADE PAYABLE TO PATRICIA B. Teacher’s Life.......................... .... Julieta M. Laganson 315
LICUANAN, MANAGING DIRECTOR. WE School Activities.............................................................. 318
DO NOT ACCEPT OUT-OF-TOWN AND From the Field................................................................. 335
SECOND-ENDORSEMENT CHECKS.
Dialogue......................................................... Avelina J. Gil 336
The opinions expressed by the columnists and
authors of articles published in the Philippine
Journal of Education as their own and not of the OUR COVER: Photo shows the Balayan, Batangas school
Philippine Journal Education. Each individual building, a Gabaldon school house prototype. The
author undertakes responsibility for his/her
Gabaldon Act of 1907 provided for the establishment
expressed views.
of school houses in major municipalities of the country.
For a related lesson plan by Henry Totanes, please turn
lUBLISHERS ASSOCIATION OF THE PHILIPPINES, INC
to page 302. (Cover design by Carlo and Andrea
tv, autbodnd PCPMC»r'<a "Ol Peterson, photo reproduction courtesy of the Ateneo Rizal
Library American Historical Collection)
 Letters
Teachers' Empowerment thru
Teachers' Organizations
he teacher's right to free expression discrimination against teacher(s) which is opinions to become basic to group deci­

T of opinions and suggestions, includ­ calculated to: (1) cause the dismissal of or
ing the right to establish, join andotherwise prejudice a teacher by reason of
sions. The school administrator/manager
should show trust and confidence in
maintain labor organizations and/or self his leadership and/or membership in an teachers' organizations and must get the
regulation of their choices to promote organization or because of participation in teachers/subordinates ideas and construc­
teachers' welfare and defend their organization activities within/outside tively use these. He/She may also allow
common interest, is mandated in Execu­ school hours, or with the consent of the involvement in setting goals and apprais­
tive Order No. 232, otherwise known as the proper school authorities and to (2) pre­ ing progress towards the goals and commu­
Education Act of the Philippines. vent him from carrying out the duties laid nicating with peers and he should also
The members of the teaching profes­ upon him by his position in the organiza­ encourage decision making through the
sion must join local, national and even tion, or to penalize him for an action organizations.
international organizations. Teachers' undertaken in that capacity. In relation to this, all DepEd/School
organizations are significant in promoting Consistent with the national educa­ Officials and Employees are encouraged to
learning growth. These organizations give tional policies, plans and standards, the be guided by the DepEd Order NO. 51. S.
the members information, encouragement, school head(s) shall have accountability and 2003 which is about Teacher Orientation
fellowship and new ideas about teaching responsibility for encouraging staff devel­ to Public Sector Unionism and Teachers
and learning. Professional journals and/ opment and establishing school and Organizations.
or magazines published by the different community networks and encouraging the Always remember, IN UNITY AND
organizations and professional meetings active participation of TEACHERS' ORGA­ SOLIDARITY WE CAN ACHIEVE MORE
provide the very best possible way of NIZATIONS (DepEd Order No. 1S. 2003). THAN IF WE WORK ALONE.
exchanging good and workable ideas In addition, the school head(s)/prin- JESUS C. MERCADO
about teaching and learning. cipal can make use of the LIKERT's Secondary School Teacher III
It shall be unlawful for any school System for management style wherein he/ O' Donnel Resettlement High School
head/principal to commit any act of she allows his/her subordinates' ideas and Capas, Tarlac

» Q

Tools For Effective Leadership o

eachers who wish to become effective should have a positive attitude toward life, principled. They accept different views but

T leaders should be equipped with their work, and every task assigned to
multi-faceted knowledge and skillsthem. They should have the inertia to move
do not necessarily agree to them at once.
Instead, they first evaluate any given
acquired over time from school, work, forward toward meeting their goals. They situation with patience and fairness.
seminars, lectures, readings, conversations, lead by attracting people to their vision and Effective leaders are good at relation­
reflections and other life experiences. goals, and by setting good examples for ships. They get along with their colleagues
The following traits are tools for those they are leading. and other people. They are responsive,
effective leadership. Effective leaders are self - motivated humble and respectful of others.
• ■ Have a positive attitude. as their love, enthusiasm, desire, passion Effective leaders remain focused.
• Be highly motivated. and faith keep them motivated. Others They are determined to move forward,
0 Set goals and work toward them. benefit from these leaders as they freely even though they encounter challenges,
0 Be a good communicator. share their knowledge, talents and dreams obstacles and even failures on the road
• Try to be an empathetic listener. with others. towards achieving their tasks.
• Evaluate and decide. Effective leaders are good communi­
0 Be determined and focused. cators, able to make people understand REBECCA R. SANTOS
• Set a good example. their views while listening to the views of Mayantoc Central Elementary School
• Be responsive, humble and respectful. others. They are open-minded and non­ Mayantoc, Tarlac
Teachers, to become effective leaders, judgemental; tactful while remaining

290 THE PHILIPPINE JOURNAL OF EDUCATION

 Text2Teach: An Innovation
in Teaching Science and
Health for Grades V & VI Christmas
hildren love fun. They must find Nokia, Pearson Education and the United
Chant
C learning interesting and enjoyable in nations Development Programme
order for them to willingly and meaning(UNDP),
­ and; (b) the Philippine Project Let there be Christmas
fully internalize learning for an effective Team composed of Ayala Foundation, the in our hearts
and conscientious application in living real Department of Education, Southeast Asian
life situations. My attitudes and ways in Ministers of Education Organization, Everyday in every year
teaching are greatly influenced by these Regional Center of Educational Innovation
views and ideas. and Technology (SEAMEO INNOTECH), Let the joy of Christmas cheers
In one of my science lessons, I needed Globe Telecom, PMSI-Dream Broadcast­
to let pupils follow the daily life of ing, and Chikka Asia Inc. The overall Linger on and wipe out fears
African lions. How do these lions hunt objective of text2teach is in line with the
their prey? Traditional ways of providing ultimate goal of Bridge IT, which is to help Let the hope of worldwide peace
such a realistic kind of environment bridge the educational divide between
challenge the teacher's creative imagina­ nations by improving the teaching of Draw the nations
tion and initiative. But no matter how basic education in developing countries. to God's embrace
the teacher tries to exhaust all his/her Only 3 divisions all over the Philip­
resources, still very limited exposures pines are recipients of this project, namely: Let the season ring out
are experienced by the pupils. But with Ba tangas / Laguna, Quezon City / Manila, happiness on earth.
this new innovation in teaching, the and Cotabato City. I was among the first
Text2Teach, I can make my pupils watch batch of twenty-nine lucky teachers from
lions hunt their prey. They can also observe the Cotabato City Division who partici­
the growth of a tiny seed into a full-grown pated in the training-workshop, the first Let the Christmas lanterns glow
plant, the bud that peeps out of the plant's in the world Text2Teach Bridge. It intro­
In the dark of our streets
stem and blooms into a flower, without duces an innovation in teaching Science
missing even a minute detail in the differ­ and Health for Grades V and VI. The That the wayward see the light
ent stages of the plants' growth and people involved in this noble project
development. deserve a commendation. As a teacher and To guide their path
These things are made possible by implementor of this project, I am excited
and do things right
requesting the video clippings from the to implement this program. My adminis­
Pearson Video Library. I would like to trators and fellow teachers have been Shed off greed and hate
quote the general description and the sharing their all out support since the ini­
overall objective of the Text2Teach tial stage of this program up to the present. Build up virtues,
Project from the Workshop Guidebook: The members of the monitoring team are
it's never too late
Text2Teach, the Philippine program of working enthusiastically and skillfully.
Bridge IT, is a one-year pilot project With all these positive responses, the Let a Merry Christmas
envisaged to help improve the quality of objectives of this program will be fulfilled.
reign in our hearts.
teaching science in Grade V and VI classes The program is indeed a success. The
in elementary schools in the Philippines, strength of collaborative, sincere and
ALICE S. GO
through the provision of highly interactive, determined will power move us all
FCIC
easy-to-use multimedia packages designed towards a common goal, which is to
Baybay, Leijte
to make science learning more exciting and achieve National Solidarity and Global
meaningful among young learners. Ihe Unity through Quality Education.
major partners of Text2Teach are: (a) the
Global Support Team (GST) composed of EDNA B. HATAGUE
the International Youth Foundation (IYF), Cotubiito City Central Pilot School

DECEMBER 2003 291

 EDUCATIONAL
CROSS CURRENTS
ANDREW GONZALEZ, FSC
Is it the Language or the Numbers which
Cause the Difficulties?
here have been many studies done in Philip­
T pine educational literature which correlate
language skill scores with mathematical achievementand abstract (less concrete) levels in mathematics.
scores. Usually, those poor in language are also poor
in mathematical scores. The correlations are true, but
the relationship is less robust as evidence, for the
cause may be something more basic.
Word problems in our country are especially
difficult, especially those involving two major steps.
In fact, many math students do very well in solving
purely computational tasks but flounder when they
have to solve word problems. Hence, the conclusion
is drawn - wrongly, I think - that the problem is
language-based or language-caused.
The vocabulary and sentence structure of word
problems are quite simple. The learning difficulties
may arise therefore not from language but lack of
arithmetic/mathematical skills as a result of innate
human difficulties in mastery of the language of
numbers, in which difficulties are not linguistic but
conceptual. The concept of numbers, following the
Aristotelians and Medieval Scholastics, represents a
level of abstraction once removed from the level of
abstraction of natural language.
Children initially learn numbers merely as names,
and they learn to count and even sing their number
sequences. The transitional level from mere names
to number concepts is manifested when the child,
when asked to count how many are in a group,
signals the concept number with his fingers and later
connects the concept of these with the name- itself.
When he learns to conceptualize numbers and
carry on functions or operations of arithmetic think­
ing (addition, subtraction, multiplication [a form of
addition] and division [a form of grouping combined
with multiplication and subtraction]), then he begins
thinking in mathematical mode at the second level of
abstraction. The operations consist of basic mental
operations of grouping (into sets), adding, subtract­
ing, sequential addition (multiplication) and combined
operations of grouping (sets) and sequential addi­
tions (division) and subtraction; simple steps of
292
various combinations becoming more complicated as
arithmetic moves from basics to more complicated
These operations, while demanding natural language
to talk about them with others or within oneself
(Vygotsky’s inner speech), are longer and involve
more steps-the conceptualization uses language but
goes beyond language.
This is when the good arithmetic/mathematical
pedagogue is needed to accompany the pupil and
step-by-step help him in slow-perhaps halting and
unsure-steps go through the process of concept­
ualization and simple concrete to formal operations,
depending on the mental maturity of the pupil
(Piaget’s stages) until the child can do formal and
abstract operations from 8 to 12 or even later
following a predetermined schedule of cognitive
maturation. The progression for most human beings
needs facilitation by a patient and. experienced
pedagogue who will help the child negotiate the
steps.
It is probable that Filipino children find this kind
of numerical/quantitative reasoning difficult because
they were not properly guided by pedagogues who
themselves have not hurdled these steps properly.
Hence, we need good models of numerical reason­
ing who have the patience to take pupils through these
initial steps-as well as good speaking models of
language (first or second) at the stage of initial
schooling. Otherwise, the real danger will be for the
child with imperfect concepts as well as poor
language skills to keep moving and learning only
imperfectly the subsequent steps that must be taken
to reach higher levels of abstract numerical reason­
ing. The plea once more is to recruit bright and skilled
teachers for the initial stages of schooling.
Bro. Andrew is Presidential Consultant on
Academics and Research at the De la Salle University
and former DepEd Secretary.
THE PHILIPPINE JOURNAL OF EDUCATION
 VISIONS...
LETICIA PENANO-HO

Reforms In Teacher Education:

A Myth Like Sisyphus, Part I

he general discontent about the quality of basic Attitudes towards teacher education are varied.

T education has been directly and indirectly an in­ Some are more positive and see in it the potential
dictment of teacher education. Indicators of pooranswer to the critical condition of basic education.
learning eventually get directed to teacher training Others consider teacher education as a poor cousin
which is accused of not preparing the teachers of higher education. And still others advocate its
adequately. Reforms in basic education have been abolition or drastic reduction, as is the attitude of some
stopgap measures to correct inadequacies in the members of the Senate towards the College of
teaching-learning processes at both the elementary Education of the University of the Philippines.
and secondary levels. What accounts for such differences?
For example, no matter how the objectives of the Mackay (1989) noted that “the ed school has
upcoming bridging program are politically couched, been treated like Cinderella, tolerated by her aca­
they still drive home the point that there have been demic sisters only for the work she performs.” Conant
deficiencies in teaching at the elementary level which, (in Ducharme, 1963) admitted his bias towards
cumulatively, produced elementary graduates who teacher education and confessed that, when faced
are not equipped with the cognitive and academic with an academic dilemma, his choice is for arts and
skills for secondary level work. This sad state of sciences and contempt for education. This attitude is
elementary education has created furor on the part echoed in many universities and colleges in the
of the parents who expect that going through six years Philippines where teacher education, as a discipline,
of elementary education should prepare their children and teacher educators, as a group, are looked at as
for secondary level work. Alternatively, the observed mediocre compared to other disciplines.
need to provide for a post-baccalaureate level or a This snobbishness of higher education towards
bridging program prior to tertiary level, is further teacher education is perhaps related to its history of
confirmation of the poor state of basic education. apprenticeship. The normal schools were put up for
Parents are aghast at the expense that an additional the preparation of teachers who were expected to
year of schooling will entail. The government, too, is deliver instruction at the elementary level. But the
burdened by this. expanding needs of teachers eventually gave rise to
Ironically, while teacher education gets blamed the development of these normal schools into teach­
for the inadequacies in basic education, it is at the ers’ colleges which were supposed to provide a more
same time the strongest partner in its improvement. solid knowledge base in teaching. Unfortunately,
Most Teacher Education Institutions (TEIs) have the transition of many normal schools into teachers’
provided in-service training in cooperation with the colleges or even universities has been inadequate
Department of Education, particularly the National and has not caught up with the need for academic
Education Academy of the Philippines. But like many specialization, the intellectual and professional
other training programs, this is another stopgap fervor expected in higher education. Unfortunately,
measure to correct the current state of basic educa­ in spite of the transition, many of these schools are
tion. (Please turn to page 326)
But teacher education needs to go beyond
re-education and re-training of teachers. It is indeed
like the myth of Sisyphus, a never ending effort. It
needs to critically appraise the pre-service prepara­ Leticia Penaho-Ho is Dean of the LLP. Diliman
tion, re-evaluate its assumptions and re-examine its College of Education and Director of the ASEAN
thrusts. Training Center for Preventive Drug Education.

DECEMBER 2003 293

The Basic Education Curriculum and Teacher
Education Programs, Part 2
NILO LANETE ROSAS, PH. D.
President, Philippine Normal University

Framework For Action of TEIs

nderlying this framework is the healthy partner­ tutes or long-term, degree programs that working

U ship between TEIs and the Department. These teachers and school managers can avail of. Introduced
educational partners join hands in producing "empowin
­ both in-service and pre-service programs are
ered" basic education graduates who are adequately innovations pertinent to methodology, delivery modes,
equipped with competencies that make them function­ instructional materials, and educational technologies,
ally literate; who are infused with values that make which are products of research and development
them young citizens who are makabayan (patriotic), programs.
makatao (mindful of humanity), makakalikasan (respect­ To be able to deliver the aforementioned services,
ful of nature), and maka-Diyos (godly); and who have TEIs will adopt the following strategies for reinvent­
gained sufficient life skills which will enable them to ing teacher education and restructuring professional
learn to know, learn to do, learn to be and learn to development: (1) refocusing of existing TE curricula
live together. to make them more responsive to BEC requirements,
Shaping these graduates are competent teachers (2) reorienting TEI faculty to understand better the
who are strongly supported by equally qualified and foundations underlying the BEC, and (3) conducting
performing school managers. TEIs play an important research and development programs that will bring
role in building and enhancing the capabilities of these about the innovative methodologies, instructional
teachers and school managers. materials, and means of delivery.
There are three basic services which TEIs can pro­ All of these components will bear on the basic
vide: (1) in-service training programs, (2) pre-service education graduates that we desire. There is, therefore,
education, and (3) educational products in the form the need to monitor the actual products of this new
of innovations. In-service training programs may take curriculum. To accomplish this, it is vital to establish a
one of two forms: short, non-degree seminars/insti­ feedback mechanism that will determine the effective­

294 THE PHILIPPINE JOURNAL OF EDUCATION

 ness of the strategies employed by the TEIs.
TEIs immediate response action to BEC this school
year is to prepare pre-service students for its imple­
mentation SY 2003-2004, taking into consideration the
major features of the new curriculum. Given,empha­
sis are the following:
1. Life-long learning;
2. Values infusion and development in all
subject areas;
3. Integration of competencies within and across
the learning areas;
4. Problem-based and active learning;
5, Constructivistpedagogy;
& Mastery of competencies;
7: innovative, interdisciplinary, and integrative
inodes' of delivery;
8. Inclusion of the use of ICT for accessing,
processing and applying information; and
9. Assessment of learning using a variety of
strategies to improve teaching and learning.
Long-term responses are likewise recommended,
which aim to improve TEIs* capabilities to produce
quality teachers and schobl managers who have the
ammunition to face any curricular reform in basic
education in the future.
Reinventing Teacher Preparation and
Restructuring Professional Development
Teacher expertise, i.e., what teachers know arid can
do affects all the core tasks of teaching. This research
finding takes cognizance of the dose relationship
between student achievement and teacher's skills,
knowledge and practices. From this can be drawritwo
important policy implicationsas follows:
1'. , We recruitment arid retention of good
teachersisthekeyto improvingour schools.
2. Strong teaching force depends on serious
attention to teachers' preparation and oii-
gpingTeaming.
These iinplicatibriS' suggest reinventing teachers'
pteparatiori and professional development iri general
alongthe followinglines:
■ L Re^desi^uirgysdipols Or CoUegesiOf education
to include professional develop^men^sjdhdolSz
similar to teadurtg hospitals, where teacher­
in-training learn state-of-the-art practice
Under the gtiidahce1 of master teachers arid
teacher educators. Some schools/colleges of
education abroadaremovingtowardtiye year
professional development schools similar to
teaching hospitals;
2. Implementing hew iriductionprograms that
r , providebeginning teacherswith moreintenr-
, sive supervision arid that mdtide assessments
it^theteadt^gstandSrds as thehasis foraicori^
DECEMBER2003
tinuing professional license.
3. Organizing teacher education and profes­
sional development around higher standards
for students arid teachers.
4. Setting up standards for teachers which are
linked to standards for students.
If students are to achieve high standards, we can
expect no less from their teachers and other educators.
To help students succeed in meeting the standards, the
first priority must be reaching agreements bri what
teachers should know and be able to do. These should
be’ undertaken by a professional body like the National*
Council for Accreditation of Teacher Education. To
advance these standards, we should insist on profes­
sional accreditation for all colleges of education.
Licensing teachers should also be based bri demon­
strated performance of their ability to teach to. stan­
dards for students, including, tests of subject matter
knowledge, teaching knowledge, arid teaching skill.
Corollary to standards setting, one very important
aspect that needs to be given due attention is fhestrong
articulation between the Department, TEIs, arid the
Professional Regulation Commission (PRC). Congru­
ence must be observed between th® student compe­
tencies being developed by the/Department and
teacher Competencies being developed by the TEIs as
well1 as the ComphtencieS’being assessed by the PRC in
the Licensure Examination for Teaqhers. The LET
should undergo validatiohto establish this congruence.
And now for the specifics, of the three major
strategies that bear on pre-and in-service teacher
education.
A. Refocusing theTE CurHculum
1. ImmediateResponse
a. Reyiewmg ithe TE course competencies for
congruence with BEC
b, Reviewing, arid enhancing existing course
syllabi to: . ;
• irtfusehigher-orderthinking skills
• require Students to produce output that
will demonstrate their ability tb Use ana­
lytical, critical,ahd'creativethinkmg skills
• Sequence the subjectmatter to suppori
cumulative learning expected inf Ithe
discipline
' • include as part of the course content the
current issues, debates and methods of
inquiry in ithe discipline
iritegrate’V^ues d^V^dpmentirii^cbtUses
c. . Re-sequericing existing courses fbr Cohesion
and briiid^upfie^ offering Introductionto
Curriculum Development prior to teaching
strategies courses
5 f Please turri to page
295
To^ fi IV,/1
What Christmas Brings To Me
JULIO MANALO CUETO
424 Diamond Rd., Perlas Compound, Kumintang Ilaya, Batarigas City 4200

hristmas is a time of prayer and

C thanksgiving; of loving and

forgiving one's fellow man, and
remembering the good old days of
past Christmases which time can
never erase. Moreover, Christmas is
a time of constant meditation, it
being the birth of the Great
Redeemer, Jesus Christ.
I remember Christmastime of
long ago when I was still a little boy
in grade school. Usually, when
December ushers in the holiday
mood, our teacher - in anticipation
of the coming Christmas vacation -
would lead us children to decorate
our room with various Yule trim­
mings: the Belen, a miniature
Christmas tree, and the sparkling
tinsel on the cemented walls. It is,
according to our teacher, 'to abide
with the spirit of Christmas.'
I was in Grade IV then - circa:
1939-40. I haven't forgotten yet,
despite the many years which have
gone by. That was the happiest and is Paskong tuyo!' And their innocent of Christmas Day is a good thing. On
merriest Christmas celebration we laughter resounded in the four that day we shared our joy with
ever had. Our benign lady teacher corners of our little room. others through kind words, sincere
gave us the freedom to handle all the But one thing I can never really gestures and an inner peace and
activities for the day. We prepared forget was the religious fervor that happiness that no amount of time
an impromptu program spiced with our good teacher inculcated in our can ever erase.
recitation of poems, singing of young minds: partaking of the Holy Henry Van Dyke, an American
Christmas hymns and carols, vocal Communion in our town's ancient Presbyterian clergyman and educa­
solo renditions, and a mini-parade Roman Catholic church in Batangas. tor, reminded true Christians of the
inside our classroom with dear Amid the nippy December spiritual sentiment of Christmas
teacher on the lead. There were dawn, before the start of "Misa de Day when he wrote:
Christmas gifts galore, each one of Gallo" (mass at cock's crow), we, "Are you willing to stoop and
us giving to and receiving from our together with our teacher, gathered consider the needs and the desires
beloved teacher and classmates. Our inside the church to hear mass and of the little children; to remember the
happiness seemed etched on our partake of Holy Communion. We weakness and loneliness of people
young faces. How my classmates were all present, shivering in the who are growing old; to stop asking
boisterously laughed when I opened cold December breeze. how much your friends love you,
a gift package containing pieces of As I look back at those many and ask yourself whether you love
dried fish (hawot)! In chorus, my past Christmases during my them enough; to bear in mind the
classmates, upon seeing my unique younger days, I am enlivened with
gift, laughingly shouted with joy: 'it joy and gladness. For the observance (Please turn to page 328)

296 THE PHILIPPINE JOURNAL OF EDUCATION

To^ fi
Ite Os Edw©Gd©&d®0
EDUARDO P ANGELES, PH.D.
Tarlac College of Agriculture
Camiling, Tarlac, 2306

he term emotional intelligence was first coined

T by psychologists Peter Salovey and John Mayer

in 1990. They described emotional intelligence as "a
form of social intelligence that involves the ability to
monitor one's own and other's feelings, to discrimi­
nate among them, and to use this information to
guide one's thinking and action". Salovey and Mayer
engaged themselves in research programs intended
to develop valid measures of emotional intelligence
and to explore its significance. In one study con­
ducted, they found out that when a group of people
saw an upsetting film, those who scored high on
emotional clarity (which is the ability to identify and
give a name to a mood that is being experienced)
recovered more quickly. In another study conducted,
individuals who scored higher in the ability to per­
ceive accurately, understand, and appraise other
emotions were better able to respond flexibly to
changes in their social environment and build
supportive visual networks. Their investigations
gave birth and popularity to emotional intelligence.
The concept of emotional intelligence was high­
lighted by Daniel Goleman in the book published in
1995. Since its publication, it has become one of the
hottest buzzwords in corporate America. It has
attracted tremendously a higher percentage of read­
ers and subsequently copies have been sent out to
top executives in several companies world wide.
In the book of Goleman, (Harvardian behavioral
and brain scientist), he disproved the idea that people
with high IQ will naturally accomplish more in life.
His research proved that a person's emotional
intelligence (EQ) might be a greater predictor of
success than his or her intellectual intelligence (IQ). fidence, realistic self-assessment and a self­
In fact, psychologists agree that IQ contributes only deprecating sense of humor. People with
about 20% of the factors that determine success. A greater certainty about their emotions are
full 80% comes from other factors called emotional said to be better pilots of their lives.
intelligence. Developing self-awareness, according to A.
According to Goleman, there are some major Damasio, requires tuning in to what we call
qualities that make up emotional intelligence and "somatic markers" - literally "gut feelings".
how they can be developed. They are as follows: Goleman (1995) contends that gut feelings
1. Self-Awareness. It is the ability to recognize can occur without a person being consciously
and understand one's moods, emotions and aware of them. He further suggests that
drives as well as their effects on others. The through deliberate efforts one can become
hallmark of self-awareness include self-con- (Please turn to page 329)

DECEMBER 2003 297

 CORRECT ENGLISH
EMY M. PASCASIO

NUC
(continued...) NP
Pro
I
Verbs, adjectives, and nouns taking subjunctive we
complements

For a small class of English verbs that take that-

clause object complements, the subjunctive form of
the verb is used in the object complement. This is
indicated by the lack of the -s inflection for third
person singular verbs and by the use of one form
(i.e., BE) for all persons when the BE copula is used:

suggest
insist Use of the "IMPER" auxiliary simply ensures that
We < recommend ► that she leave the arrangements to us. the verb will not change from its base form, i.e., that
urge subject-verb agreement will not be applied.
L propose J There are also a number of adjectives that take
subjunctive complements:

Other verbs in this class are: advise, ask, command, These are usually extraposed to yield:
demand, forbid, move, order, request, require, and It is essential
stipulate. Some of these verbs permit an alternate way necessary
to express this same meaning, although the addition imperative that he leave
of should does seem to "soften" the speaker's request:
We suggest that Alex should be the chairman.

Also, a few of these verbs can be used with a for In addition to the verbs and adjectives listed
complementizer plus an infinitive and still retain a above as taking subjunctive complements, there are
similar meaning. also some nouns derived from the verbs that can also
take such a complement:
We propose for Alex to be chairman. suggestion
recommendation
The latter two constructions may be ways of The proposal that he be fired.
avoiding the use of the subjunctive, which may seem met with resistance.
overly formal and thus make some native speakers
of English uncomfortable. The tree diagram for one
of the above sentences with a subjunctive comple­
ment is as follows:
Emy Pascasio is Director of the Ateneo Language
We suggest that Alex be the chairman. Center.

298 THE PHILIPPINE JOURNAL OF EDUCATION

 MSLLENNDUM MOTES
QUEENA N. LEE-CHUA
Still More Good News from DOST
(Last of three parts)
or the past two months, we have been discuss­
F ing local bits of good news on the science front. We
have looked at math and science teacher training, yerba orchid plantlets to local buyers.
buena commercialization, exportable handicrafts, high
tech pottery, and ingenious detection of rice abundant
lands.
We conclude the series by looking at two more
developments, both written by Elizabeth Ignacio of the
S&T Media Service. One concerns the establishment of
the first tissue culture lab in Bais City.
In has been the dream of Bais City small farmers
and ornamental plant growers to go high-tech in the
mass production of ornamental plants for their
cutflowers industry. In 1994, the Bais City government
requested assistance from the DOST for the establish­
ment of the tissue culture laboratory, the first of its kind soon.
here.
The objective of putting up a tissue culture lab is to small farmers in the hinterlands of 18 uplands out of its
develop the capability to mass produce disease-free
planting materials, particularly for the production of
cutflowers. The DOST responded positively through a
P440,000 in grants-in-aid for the purchase of equipment
and supplies. The Technology Application and Promo­
tion Institute (TAPI) of DOST managed the fund. The
DOST Region 7 Office supervised the training of lab per­
sonnel and in the procurement of other related supplies.
The Industrial Technology Development Institute pro­
vided orchid planting materials. Bais City provided the
building inside the campus of the city-owned college,
as well as teclmical and administrative personnel.
The DOST also provided technical expertise and
information. It also undertook the procurement of the
equipment and supplies. It facilitated the training of
LGU lab technicians on plant tissue culture techniques
in Cebu and coordinated and subsidized the training of
LGU lab technicians on basic plant pathology at UP Los
Banos.
The City Agriculturist's Office (CAO) started the
actual lab operation in May 1996. The technicians started
with orchids and later tried propagating banana plant-
lets (cavendish, lakatan and bungolan) but the produc­
tion was affected mainly by the lack of a proper grow-
out area. In 1998, the lab was transferred to the new
CAO compound which has enough space far from busy
DECEMBER 2003
traffic. After the normalization of operations, the CAO
was able to go into semi-commercial operation, selling
To fully assist the Bais local government, DOST
donated the equipment in 2002. Upon the CAO'S
request, the Visayas Polytechnic College of Dumaguete
City provided technical assistance in the culture of
banana lakatan.
The Bais tissue culture lab (TCL) which was prima­
rily built for cutflowers, particularly orchids, has
developed the capability to mass produce disease-free
planting materials for the production not only of
cutflowers, but also of banana and some other crops.
Today it is in the process of producing about 100,000
disease-free banana suckers, which may be available
The CAO plans to disseminate these seedlings to
35 barangays. It is formulating a plant now, pay later
scheme to make the seedlings commercially available,
at around P15.00 per seedlings. The scheme will be
implemented initially with 20 small farmers who have
one-fourth hectare each.
Meanwhile, the Bais TCL continues to propagate
different orchid varieties for the local market. It pro­
vides tissue culture services for local orchid growers and
one company engaged in pomelo production. It has also
generated modest revenues for the city government
with only five personnel: two lab technicians and three
workers for the grow-out area.
The last bit of good news concerns Cebu fruit pro­
cessing, which like the other technologies mentioned
in this series, has already gone high tech.
Many are familiar with Cebu dried mangoes, fruit
juices and purees. When someone goes to Cebu, most
likely his "pasalubong" back home would be dried
mangoes and banana chips. These are so popular that
they are being sold not only in Cebu but in major cities
(Please turn to page 328)
Queen N. Lee-Chua, Ph.D. is an Associate Professor of
Mathematics and Psychology at the Ateneo de Manila
University. Contact her at blessbook@yahoo.com.
299
 INNOVATIONS in toe CLASSROOM
LALA CASTILLO
Do Doctors Have Days Off/
or Openins A School Year with Sars, Part n
y apologies for the embarrassing delay of Part II
M of my article on SARS.
At first, I was reluctant to pick up where I left off. But
from the news of isolated cases of SARS cropping up now
and then, perhaps it is just as well that I finish this article.
For SARS may disappear from the face of the earth. But
the presence of scourges or plagues like it will remain with
us. That is the human condition. Yesterday, it was tubercu­
losis or smallpox or leprosy. Later, it was drugs and AIDS.
Today, it is SARS.
And so, while this article deals with the reality of
SARS, much of the suggestions here will be "generic" i.e.
applicable to similar situations.
I begun my article by describing how our doctor­
parents handled the opening assemblies in June.
And then, perhaps because I belong to that fast-disap­
pearing breed of English literature majors - or perhaps I just
happen to have a strong humanities thrust -1 felt that the
directives on SARS needed a bigger context - historical,
literary, whatever. It just needed a context. As it was, it was
like holding up a tooth without a Colgate smile.
I must have nagged my teachers to death to explore the
Bible, literature and history so that we could think in terms
of plagues or epidemics down different times in history, and
in different places. I told them to look into the Bible for the
Seven Plagues of Egypt, to look at Charles Dickens. I did
this with a resolve towards showing children the connect­
edness of things.
To make a long story short, each grade level, working
in an interdisciplinary manner, had its own SARS special.
In this issue, I would like very specially to tell you about
the third grade Information Bureau.
Exactly one day and one week after classes had begun,
I received an invitation to the opening of the third grade
Information Bureau.
And lo and behold, for the first time in my twenty-one
years of the principalship, I had a ribbon-cutting ceremony
where the scissors, usually on a glass or silver tray, came
from a little pocket and was handed over to me by a tiny
little thing with a smile that matched the scissors for
brightness.
The third graders had spent almost a whole week
looking for newspaper and Internet articles on SARS. Now
300
those articles were neatly pasted on the tall panel boards
that we usually use for art exhibits.
In one class, a little emcee acted as exhibit guide,
navigating us through the panels while she recited a speech
which she wrote herself. At the back of the classrooms was
a table on which various types of thermometers and face
masks were exhibited.
In another class, the same tall panels stood like waiting
sentinels while another little thing welcomed us to the class
exhibit. In this class, the bulletin board was a-bloom with
colorful SARS posters.
Where the emcee finished her welcome, lo and behold!
From behind each panel, right on cue, stepped forward four
little speakers, each one ready to explain what was on her
panel board.
In front of the panels, behind another exhibit table, stood
another little girl who demonstrated what her classmates
explained, using actual regalia, donated and lent, no doubt
by grade three parents who were doctors or nurses.
Everyday from then on, part of all blackboards of grade
three shall have the latest news on SARS.
In the meantime, the fourth graders are still making
their SARS PREVENTION flyers and the fifth graders are
still writing letters of support to SARS patients and
caregivers, to the WHO, the RITM, the DOH, and the
various newspapers.
I just want to make a comment at this point. Sometimes,
perhaps very often, when we tackle issues like the SARS, we
have to move fast. For some moments lose their impact if we
wait very long to respond to them. My educational philoso­
phy of CATCH THE MOMENT AND MAKE A MEMORY
can be very demanding sometimes. But moments are like that.
They don't wait for grading periods or for teachers who think
too much. Moments like this SARS moment need teachers
whose visions are wide enough to embrace the human
condition, history, science, literature and time.
And speaking of literature, I chanced upon a book
at the Book Sale entitled The Three Travelers from Mapping.
(Please turn to page 328)
Lala Castillo is Gracie School Principal at
St. Scholastica's College, Manila.
THE PHILIPPINE JOURNAL OF EDUCATION
 CLASSROOM MATERIALS & AIDS

SCIENCE
DELFIN BAUTISTA

his activity can be done during the lesson on

T sound and sound production.

I. OBJECTIVES
1. to explain how sound is produced
2. to construct a simple wind sound instrument

II. LEARNING CONTENT

TOPIC: sound, sound production
SKILL: observing, inferring
VALUE: precision

III. LEARNING EXPERIENCES

A. PREPARATION
• What is the sense organ for hearing?
• Is there a part of the ear that moves?
• Allow the children to role play the fol­
lowing:
(scene: some children in the school canteen hav­
ing snacks.)
• Do you know that to make a sound
something must move.
• That must be true. When we talk our
tongue must move.
® How about humming a song. Our
tongue does not move there. Is there some­ 8. Hum through the straw again but this time
thing that moves when we hum? cover the end with you finger. What change
Let's find out! happened in the sound?

We will need the following: SCIENCE CONCEPTS

® several plastic drinking straws Sound is made when an object vibrates and air
We will do the following: is dishubed strong enough to reach your ears.
1. Pass out the soft drink straws to the boys and When we talk, the vocal cords vibrate to make
girls. the air also vibrate. This vibrating air reaches our ears
2. Let them blow through the straws. What and we hear the sound.
comes out of the straw? When we hum, the same things happen. When
3. Let them now hum the tune 'We wish you a you closed the end of the straw, muddled sound is
Merry Christmas' through the straw. made because the air could not vibrate freely.
4. Feel the other end of the straw with your
palm.
5. What do you feel at the end of the straw.
6. Is it air from your mouth? Delfin Bautista is a Science Coordinator at theAteneo
7. What moves when you hum? de Manila Grade School.

DECEMBER 2003 301

 CIVICS/CULTURE
HENRY TOTANES
GABAY SA PAGTUTURO NG KASAYSAYAN
SA MATAAS NA PAARALAN
Ang Kasaysayan ns Edukasyon sa Pilipinas
(Tatalakayin ng mga araling ito ang mga mahahalagang
pangyayari sa kasaysayan ng pagtataguyod ng edukasyon
dito sa Pilipinas. Isinasagawa ang pagbabalik-tanaw na
ito bilang pakikiisa sa naging papel ng Philippine Journal
of Education sa pagsusulong ng pagpapaunlad ng
edukasyon sa ating bansa sa nakalipas na 85 taon ng
kanyang pag-iral.)
I. LAYUNIN: Maunawaan ng mga mag-aaral sa
pamamagitan ng makasaysayang pagtingin ang mga
mahahalagang pangyayari sa kasaysayan ng
pagtataguyod ng edukasyon dito sa ating bansa. Sa
pamamagitan ng mga araling ito, makabubuo ang
mga mag-aaral ng pag-uunawa sa pinagmulan ng
mga pagsisikap ng ating mga ninuno na bigyan ng
nararapat na edukasyon ang kanyang mga
mamamayan.
II. PAKSA:
ANG GABALDON ACT NG 1907 -
PAGTATAYO NG MGA "GABALDON
SCHOOLHOUSE"
III. PANAYAM: (Isasalaysay ng GURO sa mga mag-
aaral sa isang makulay at nakatatawag-pansin na paraan).
Sa nakaraang aralin, nakita natin kung paanong
napadestino sa Pilipinas ang higit sa anim na raan
na mga Amerikanong gurong nakilala bilang mga
"Thomasites." Sila ang nanguna sa pagtatatag ng
mga paaralang pampubliko sa iba't-ibang bayan sa
mga lalawigan ng Pilipinas. Subalit hindi nila kayang
turuan ang lahat ng mga mag-aaral. Pagtagal ng
panahon, kinailangan ding maghirang ng mga
Pilipinong guro, lalo na sa mga mababang paaralan,
upang maturuan ang dumaraming mga mag-aaral
na dumadalo sa mga paaralang ito.
Ang isa pang pangunahing suliranin ng mga
guro ay ang pagkakaroon ng sapat na espasyo para
makapagturo. Noong kapanahunang Kastila,
karamihan sa mga mababang paaralan ay nakadikit
sa gawain ng parokya at pari, kung kaya't kadalasa'y
pinahihiram ng isa o dalawang silid mula sa
kumbento para gamiting panandaliang silid-aralan.
Subalit pagsapit ng ika-20 siglo, kung kailan ang
sistema ng edukasyon sa ilalim ng mga Amerikano
ay pinangungunahan na ng pamahalaan, at hindi ng
302
simbahan, kinailangang magtayo ng sariling gusali
para sa gawing ito.
Ang hamong ito ang hinarap ng Asamblea
Filipina (Philippine Assembly) na bagong-tatag
noong taong 1907. Dahil binubuo ito ng mga hinalal
na kinatawang galing sa iba't-ibang lalawigan ng
Pilipinas, tulad nina Sergio Osmena ng Cebu at
Manuel Quezon ng Tayabas, alam nila ang kalagayan
ng kani-kanilang mga lokalidad. Kaya't isa sa mga
unang batas na ipinasa ng Asamblea ay yaong Act.
No. 1801, na binalangkas ni Isauro Gabaldon ng
Nueva Ecija.
Ayon sa batas na ito, naglalaan ang Asamblea
Filipina ng isang milyong piso para sa pagpapatayo
ng mga gusaling gagamitin ng mga pampublikong
paaralan sa bawat pangunahing munisipyo sa mga
lalawigan ng Pilipinas. Dahil sa tagapagtaguyod nito,
nakilala ito bilang "Gabaldon Act of 1907," at ang
mga gusaling naitayo sa susunod na dalawang
dekada ng kapanahunang Amerikano ay tinawag na
"Gabaldon Schoolhouse."
Ang disenyo para sa Gabaldon schoolhouse ay
halaw sa mga iginuhit ni Architect William J.
Parsons, na naging instrumental sa pagdidisenyo ng
mga iba't-ibang gusaling pampamahalaan sa
Maynila. Ayon sa disenyong ito, ang "schoolhouse"
ay bubuuin ng isang malawak at malaking gusali,
kadalasa'y iisang palapag lamang na nakaangat sa
lupa (may silungan sa ilalim). Sinadya nila ito upang
maiwasan ang mga baha lalo na kapag tag-ulan.
Kaya't may maikling hagdanan (mga tatlong
hanggang limang hakbang) ang bukana o lagusan
ng mga gusaling ito.
Ayon din sa disenyo, may malalaking mga
bintana ang nasabing mga gusali at matatakpan ng
mga bintanang gawa sa kabibe na capiz. Sa ganitong
paraan, malayang dadaloy ang hangin sa loob ng
gusali at hindi masyadong mainit. Gayun din, kapag
(Sundait sa pahina 330)
Henry Tolanes is an Associate Professor of History at
the Ateneo de Manila University.
THE PHILIPPINE JOURNAL OF EDUCATION
 EWVmONMEWTAL
EDUCATION
EDITH L. DE LA CRUZ
here are stewardship values that emanate from the
T earthkeeping role. Values, such as sharing, harmony with
nature and sustainable living are important in helping people caught. But as soon as the fisherfolks caught two tunas, they stopped
nurture the richness and beauty of God's creation.
I. TITLE
STEWARDSHIP VALUES
II. OBJECTIVES
At the end of the lesson, the students are expected to be able to: They got only what was enough to sustain them for the week and
1. be aware and gain understanding of the importance of
stewardship values,
2. show positive feelings in carrying out the stewardship
role,
3. give suggestions on how to live out these values.
III. ENVIRONMENTAL PRINCIPLE
Principle 7: Nature is beautiful and we are stewards of God's
creation.
IV. BACKGROUND INFORMATION
There can be enough resources for everyone if we share the
resources with others. This is the value of SHARING. The call is for
us to just have enough for ourselves, thus letting others have enough
for themselves, too.
The value of sharing is linked to the concept of intragenerational
equity and intergenerational equity. Intragenerational equity is a way
of using the resources of the earth with a sense of social sufficiency,
meaning having just enough, so that the others of this same genera­
tion will have equal means to subsist. Similarly, intergenerational
equity is a way of using the resources of the earth so that future
generations will have equal access to these same resources.
Most indigenous people have modeled the value of sharing.
Their hunters share the meat of their animal catch with the commu­
nity. In some cases, a hunter shares his catch equally to all those
present. When they have food on their table, they share with their
neighbors. During community gatherings, each family brings an
ingredient to share in the common meal. For them, sharing is
considered a blessing.
Closely related to the value of sharing is the value of
SUSTAINABLE LIVING. This value requires taking only what is
enough for nature so that itwill continue to sustain life systems even
in the future.
The Filipino term for enough is "SAPAT" which means to have
neither more nor less. A Filipino synonym with a Spanish origin
"HUSTO" which in turn is derived from the Latin word, "IUS" which
means just, adds a social dimension to sustainability (ETHOS
handout, 1996).
There are Filipino practices that manifest the value of living
sustainably. Father Vincent Busch, in his book, "Hope for the Seeds"
narrates about a concrete example of sustainable living in Palawan.
He said that there was once a businessman who came to Palawan to
engage in the fishing industry. He supplied boats and equipment to
DECEMBER 2003
some fisherfolks to enable them to fish more efficiently. At that time,
in the 1980's he promised to pay them P250 for ever}7 tuna fish they
working for the rest of the week. The businessman was irritated and
accused them of being a lazy people. The businessman insisted that
they could be earning much more money if they fished everyday.
But the fisherfolks did not want to deplete their fishing grounds.
did not get more of what was needed. This is sustainable living.
V. SUGGESTED ACTIVITY
FRUIT SALAD EXERCISE
A. Materials
ingredients for fruit salad - diced apple, diced papaya, diced
pineapple, peeled grapes, cream, condensed milk
B. Procedure
1. The class will make a fruit salad and each group will
contribute and share an ingredient to mix in the salad
bowl.
2. Divide the class into six groups. Each group will choose a
leader.
3. Each group will be named after the ingredient; for
example, pineapple group, papaya group, apple group,
grape group, cream group and condensed milk group.
4. Before mixing the ingredients, each group will discuss
what is the importance of the ingredient to the fruit salad.
5. Then, each group leader will explain why the group is
contributing and sharing a particular ingredient for the
fruit salad. He/she goes to the front and pours the
ingredient into the bowl, then mix.
6. After mixing all the ingredients each group has shared,
the class can have a taste of the fruit salad.
C. Guide Questions for Processing
1. Did the fruit salad turn out to be delicious when each
group contributed its share of the ingredients?
2. What will happen if one group refused to share an
ingredient?
3. How will you manifest and live out the value of sharing
in terms of the earth's resources?
V. EVALUATION
This is a group work. Let each group member write on
metacards things that he/she can share with others. In a symbolic
gesture, let them exchange metacards. Then, on a manila paper, each
group writes how it feels about sharing things with others and how
this gesture can help in sustaining the earth's resources.
Edith de la Cruz is Principal at the Miriam College
Adult Education Department.
303
 ENGLISH IN THE NEW BEC
ARACELI VILLAMIN
In the new English Curriculum, the following components are integrated: listening and speaking,
grammar and language functions, spelling and writing, reading skills (vocabulary, comprehension, study skills
and literary aprreciation), and values.
Integrative Activities For English, Grade 3
Introduction
In the Revised Basic Education Curriculum (BEC)
English as a subject is concerned with developing
competence in listening, speaking, reading, and
writing. Listening is an information-processing act.
It includes skills in auditory discrimination and
cognitive comprehension. Speaking includes skills in
using the language expressions and grammatical
structures correctly in oral communication. Reading
is getting meaning from the printed page. Compre­
hension is an active, constructive process, a thinking
process before, during, and after reading, an interac­
tion of the reader, the text, and the context. It includes
skills for vocabulary development and levels of
comprehension namely: literal or reading the lines;
interpretative or reading between the lines; critical
analysis, application, and creation or reading beyond
the lines; literary appreciation; and study skills.
Writing includes readiness skills, mechanics, guided
writing, functional, and creative writing.
Integrated learning activities to develop compe­
tence in these phases of communication should be
varied, meaningful, and realistic.
The daily period of 100 minutes is allotted for
Grades I-III. Grade III is considered the threshold in
reading. At the end of the third grade every pupil is
expected to have acquired the basic literacy skills and
to be a functional, successful reader. Moreover the
learner is expected to listen critically to get informa­
tion from text heard, demonstrate independence in
using the basic language structure in oral and
written communication, and read with expression.
Here is a sample lesson plan in integrating the
skills in language arts and infusing values.
English, Grade 3.
I. Objectives
Listening/SpeaKing: Listen attentively and
identify rhyming words. Pronounce correctly
action words ending in ed.
Grammar/Language Function: Pick out from the
poem verbs in the past tense. Use correctly
304
in sentences the past form of verbs ending
in -ed.
Reading: Vocabulary Comprehension: Match
synonyms or words with the same meaning.
Note specific details about the characters.
Read with expression the lines of the poem.
Writing/Spelling: Write from dictation the
message of the poem.
Values: Express gratitude to God for all the
blessings one receives.
II. Subject Matter: Forgive Me When I Whine (A
Poem)
III. Materials: Textbook - Exploring English,
(English Language Arts Series (ELAS), illustrative
pictures, flash cards, pocket chart.
IV. Procedure
A. Review - Last week you learned that some
words have the same sounds at the end. We call them
rhyming words. Listen while I say pairs of words.
Clap your hands if they rhyme. Keep quiet if they do
not have the same sound at the end.
hat - mat belt - help pal - pole
bake - back cook - book fish - wish
sang - think moon - spoon buzzing - bathing
B. Presentation/Development of Listening
Skills
Today we shall learn a new poem. The poem is
divided into three parts. Listen carefully as I read each
part. Write on your paper pairs of words that have
the same sounds at the end. We shall check your
answers after every part. The title of the poem is: '
(Please turn to page 331)
Araceli Viliam in is Professor Emeritus of Philippine
Normal University and Language Director of SIBS
Publishing.
THE PHILIPPINE JOURNAL OF EDUCATION
 MATHEMATICS IN THE NEW BEC
ALEGRIA S. FLORA
Each lesson is presented through relevant, meaningful problem situations and aligned to the BEC objective of
developing higher order thinking skills among Filipino learners.

Lesson Plan in Mathematics Grade 3

I. Objectives 12 14 52 88 60 75
A. Solve 2-step word problems involving - 5 -10 -41 -62 -20 -52
addition and subtraction of whole numbers
including money 94 88 49 65 28 54
B. Identify the hidden question -70 -55 -28 -43 -25 -42
C. Show helpfulness and cooperation in doing
group work 9 7 32 11 72 23
+9 +8 + 63 + 27 + 25 + 44
II. Subject Matter
Topic : Solving 2-step word problems 82 51 64 12 28 23
Value Focus: Helpfulness and Cooperation; + 24 + 36 + 24 + 65 +7 + 36
Team building
Materials : Cutouts, picture showing a market 45
where women are buying fish with + 23
their baskets. Addition and sub­
traction combination written on 2. Motivation
the chart and Bingo cards where Ask the class to sing this song.
answers are written. Problem Solving (Tune: Little Sunny Water.)
References : Belarde et al. New Age in
Mathematics 3, Quezon City, Solving two-step problems
Rex BookStore Inc, 2000. Calling everybody
Basic Elementary Curriculum 2002 Wake up, wake up, do your part
And study your Mathematics
III. Learning Activities And shake it to the right
A. Preparatory Activities And shake it to the left
1. Drill: Group Activity And solve the problems in Mathematics.
Group the class into 4. Let them have a contest
answering the Bingo game. Cross out the answers to B. Development Activities
the problems below in the Bingo Card. Stop as soon 1. Presentation
Show the pictures where vendors are selling
fish. Women holding their baskets full of fish. Ask
the pupils to read the problem.
A basket had 24 fish. Another big basket had 35
fish. Only 41 were sold. How many fish were not
sold?
Given:
24 fish in basket A
35 fish in basket B
41 fish were sold
(Please turn to page 334)

Alegria Flora is former Head of the PNU Department

of Curriculum and Instruction.

DECEMBER 2003 305

 SA SARILING WIKA
AGUSTIN V. TORRES
Maligayang Pasko sa lahat! Mabuhay kayo!
BALIK-SUBOK
1. Dumating ang (tatlo, tatlong lalaki) kahapon.
2. Tuwang-tuwa si Mario sa nakitang ibon sa (kabukiran,
bukid).
3. Palaging malinis ang balahibo (ni Muning, ng pusang si
Muning).
4. Natanaw ko siya sa (bintanaan, bintana).
5. Tingnan mo nga kung (natiyo, natuyo) ang mga damit sa
sampayan.
6. Hindi pa matiyak ang (dahilan, dahil) at binugbog siya ng
kaibigan.
7. Ang isang inahing manok ay (nananabong, namumulok).
MABUTING BOKABULARYO
Mali: Nabaksak ang magandang paso kaya nabasag.
Tama: Nabagsak ang magandang paso kaya nabasag.
Hindi mabuti: Matagal na siyang natiqok.
Mabuti: Matagal na siyang namatay.
Tala: Sa anumang pormal na gamit, ang anumang salitang balbal
ay walang puwang matangi kung tinutukoy na halimbawa ng
nasabing talasalitaan.
Hindi mabuti: Dalawa ang anak niyang lalake.
Mabuti: Dalawa ang anak niyang lalaki.
Mali: Putol (maikli) ang buntot ng aking aso.
Tama: Putot ang buntot ng aking aso.
Tamang gamit: Nataga iyan kaya putol ang buntot ng aking aso.
Mali: Naku, lumagpas na tayo sa bahay nila.
Tama: Naku, lumampas na tayo sa bahay nila.
ILANG SAWIKAIN
Pag-aralan ang mga sumusunod na sawikain:
• nanindig/tumindig ang balahibo - natakot. Gamit: Nang
marinig ni Mariana ang daing mula sa madilim na silid,
nanindig ang balahibo niya.
• nabunutan ng tinik - nakaramdam ng ginhawa/
kapanatagan. Dahil sa pagpapatawad sa kanya ng ina,
parang nabunutan ng tinik sa dibdib si Akong.
0 makitid ang noo - mahinang umintindi. Dagdagan mo ang
paliwanag kay Bestre dahil makitid ang noo niya.
• kamay na bakal - karahasan. Sinupil ni Mang Porong ang
kasamaan ni Nilo sa pamamagitan ng kamay na bakal.
• makapal ang mukha - hindi nahihiya. Talagang makapal
ang mukha ni Rolando upang makaharap pa sa taong
niloko niya sa bentahan ng lupa.
MABUTING PAGPAPAHAYAG
Hindi mabuti: Napuyat siya. Nagtinda ng balot kasi siya.
Mabuti: Napuyat siya. Nagtinda kasi siya ng balot.
Napuyat siya; nagtinda kasi ng balot.
Napuyat siya dahil nagtinda ng balot.
306
Maulit: Namamaga ang mga kamay ng mga bata.
Mabuti: Namamaga ang kamay ng mga bata.
Hindi mabuti: Nakasuot siya ng sapatos nang umalis.
Mabuti: Nakasapatos siya nang umalis.
Hindi mabuti: Inurungan niya ang maruruming plato.
Mabuti: Hinugasan niya ang maruruming plato.
Hindi mabuti: Bakit ka nandito na agad?
Mabuti: Bakit nandito ka na?
Bakit nandito ka agad?
TAMANG GAMIT
Mali: Maitim-na-maitim na ang damit mo!
Tama: Maitim na maitim na ang damit mo!
Mali: Maitim itim na ang kuko ng baka.
Tama: Maitim-itim na ang kuko ng baka.
Mali: Inis-na-inis na ako sa iyo!
Tama: Inis na inis na ako sa iyo!
Mali: Nakakita ako ng mala-palasyong tahanan.
Tama: Nakakita ako ng malapalasyong tahanan.
Mali: Si Pedro ay malaRizal sa pagbibihis.
Si Pedro ay mala Rizal sa pagbibihis.
Tama: Si Pedro ay mala-Rizal sa pagbibihis.
Mali: Nagugutom si Rico kaya kinain niyon ang bibingka.
Tama: Nagugutom si Rico kaya kinain niya ang bibingka.
Hindi mabuti: Isa si Marianita sa batang nanalo sa kontes.
Mabuti: Isa si Marianita sa batang nagsipanalo sa kontes.
2 KAHULUGAN
Dahil sa implikasyon, dalawa ang kahulugan ng sumusunod na
pangungusap: Hindi lasing ang kapitan ng bapor ngayong umaga.
ILANG SALIN
e Knight - alagad. Gamit: Kilala siyang isa sa matatapat na
alagad ni Haring Arturo.
• Identical - kahawig. Kahawig man iyan ng kotse ko, tiyak
kong ibang sasakyan ‘yan.
• Traveller - manlalakbay. Sa buong buhay niya, nanatili
siyang isang manlalakbay.
• Nocturnal - panggabi. Marami ka bang alam na
panggabing ibon?
• Elevate - itaas. Madalas bumaha sa lugar namin kaya inisip
kong itaas ang sahig ng ipapagawa kong bahay.
• Leprosy - ketong. Kaawa-awa ang mga taong nagkasakit
ng ketong.
• Ginger ale - salabat. Kahit ngayon, gusto ko pa ring
uminom ng salabat.
SAGOT
B alik-subok: 1. tatlong lalaki, 2. bukod, 3. ni Muning,
4. bintanaan, 5. natuyo, 6. dahilan, 7. namumulok.
Agustin Torres is a researcher and a creative writer.
THE PHILIPPINE JOURNAL OF EDUCATION
 MGA
TULANG
PAMBATA

ANG MUNTING PAROL

Masayang masaya ang parol na munti
Sa pagkakasabit sa maikling pisi
Ang mumunting ilaw na nakapalamuti,
Kumikislap-kislap; tumatawa wari.

PASKO NA!
Pasko na! Pasko na!
Narito na’ng Pasko,
Araw ng pagsilang ng Mahal na Kristo
At iyon ay dama ng lahat ng tao;
Nadarama iyon sa lahat ng dako.

ANG PASKO
Kapag dumarating ang araw ng Pasko,
Ang dakilang araw ng Mahal na Kristo
Ang lahat ng tao ay dapat magdiwang
Sa lahat ng panig ng sandaigdigan.

Sa pagkakasilang sa Sanggol na Kristo,

Tinitiyak ng Ama sa lahat ng tao, Zg
Na mapatatawad sa salang minana
Upang angking buhay ay maging masaya

VIRGINIA DIVINA
Mababang Paaralan ng Pulong Tamo
San Ildefonso, Bulacan

ALITAPTAP
Ang alitaptap, kumikislap
Sa dilim, kumukuti-kutitap i
Wari’y matang naghahanap /
Ang mumunting ilaw ng alitaptap.

MANOK
Tik-tilaok, pulang manok
Kuru-kurutok, inahing manok.
Tak-tak-putak, sa pugad
May itlog, makinis ang balat

AGUSTIN V. TORRES

DECEMBER 2003
307
KWENTON6 PAM BATA

Ans Tinapay
ZENAIDA VERDILLO
Paaralang Elementary a ng San Ildefonso
San Ildefonso, Bulacan

i FJ ASKO na bukas, ano?” sabi ni Monang
I kay Betong.
“Oo nga!” sagot ni Betong. “Kaya naman,
hayan, tingnan mo ang mga tao, ang sasaya!”
“Nakaiingit sila!” sabi ni Monang. “Sana,
tayo rin, maging masaya ngayong Pasko!”
“Pwede naman sigurong mangyari iyan, a!”
Sandaling nag-isip ang dalawang bata.
“Paano kaya tayo magiging maligaya sa
Pasko?” tanong ni Monang.
“Mamasko tayo!”
“Naku, hindi naman nakaliligaya ang
mamasko!” sabi ni Monang. “Noong isang taon
nga, ang dami kong napamaskuhan pero hindi
ako naging masaya.”
“Sabagay, totoo ‘yon!’ sabi ni Betong. “Sa
akin din, hindi ang pagtanggap ng regalo ang
nakasasaya pag Pasko.”
“E, teka... kung tayo naman kaya ang
magbigay ng regalo sa Pasko?”
“Pwede!” sabi ni Betong. “Maaari rin lang
tayong kumita sa pagtitinda ng sampagita,
gawin natin ‘yon.”
“Sige! Kumuha lang tayo ng pambili ng
pagkain natin sa ating pera. ‘Yong natira, ibili
natin ng pangregalo.”
“Iregalo natin sa iba!”
“Syempre naman! Wala naman tayong
sariling pamilyang mapagreregaluhan, e!”
Sa paglalakad ng magkaibigan, nakarating
sila sa plasa. Naroon ang malaking Belen.
“Teka, Monang, bakit hindi natin regaluhan
si Hesus?”
“Mabuti nga iyon. Bertdey naman niya
bukas!”
(Samian sa pahina 322)

308 THE PHILIPPINE JOURNAL OF EDUCATION

GWENTONC. FOED W(O)

Brag Pnpfaro
DOYEEN GATUS
Distrito ng San Rafael, San Rafael, Bulakan

APOS ng kumain ng hapunan ang pamilya. “Tatay, magpipipig po ba tayo?” nanlalaki

T Nakapahinga na si Mang Kardo. Nakapag-
hugas na ng mga kasangkapang pinagkainan
nila si Aling Nena. At ang magkapatid na Adora
at Crispin ay naglalaro sa sala.
Pamaya-maya, lumabas ng bahay si Mang
Kardo. Nagtungo siya sa tabi ng puno ng
mangga. Sumunod sa kaniya ang dalawang
anak.
“Heto, dalhin ninyo ito!” sabi ni Mang Kardo
sa mga bata. Iniabot niya sa anak ang halo.
ang mga matang tanong ni Adora.
“Oo, anak!”
“Hayan, makakakain na naman tayo ng
masarap na pinipig! sabi ni Crispin.
Magkatulong na dinala ng magkapatid ang
halo. Ang lusong naman ay pinagulong ni
Mang Kardo. Dinala nila ang lusong at halo sa
tabi ng kanilang bahay.
(Sundan sa pahina 323)

DECEMBER 2003 309

CHILDREN'S STORY
Dante Loses Dexter, Again,
The lest ©fl
GILLIAN G. VIRATA
ante was 10 years old and his best friend
D was Dexter. Dexter had brown hair, large
round black eyes, four legs, and a tail. Dexter Dante continued to look on both sides of
was Dante’s dog and had been inseparable
until the day Dexter moved to the city with his
family and was made to leave Dexter behind.
Dante came back for Dexter, but Dexter had
disappeared.
“Please hurry, father,” said Dante. “Dexter
might be waiting for me at home.”
“Don’t get your hopes up too high, son,”
said Dante’s father. “Dexter does not know the
way to Uncle Pedro’s house”. Uncle Pedro’s
310
part 4
house was where Dante and his family had
moved to in the big City.
the road as they traveled back to the city. He
hoped to see Dexter along the way.
“Dexter!” called Dante when they arrived
at Uncle Pedro’s house. But Dexter was not
there. Dante ran up and down the road and
around the neighborhood crying, “Dexter!
Dexter!”
“Dexter is not here, son,” said Dante’s
father.
(Please turn to page 324)
Gillian Virata is a Senior Business Communicator at
Ayala Corporation.
THE PHILIPPINE JOURNAL OF EDUCATION
CHILDREN'S STORY
Itakura Katumi San, Captain,
4 Years of Occupation
AMELIA LAPENA-BONIFACIO
11 had been a year since Tio Ser disappeared.
8 The day it happened was very clear in
Almeda’s mind. It was like a film that was
embedded in her brain and could be run for­
ward or backward, from the time Captain Itakura
Katumi appeared in their doorway, surrounded
by many neighbors, to the time when Tio Ser
held the radio close his chest and could hardly
walk with Greg holding on to his leg. The film
could be made to jump from Itay’s two cut fin­
gers to the moment when each oily rag was
fished out of the can and dropped on the floor.
DECEMBER 2003
part i
Almeda ran the film many times and felt an
ache in her heart at each dark moment. She
knew how Itay tried to get news from the neigh­
bors and friends who might have seen them.
There was no news. Absolutely none. It was
as though that black car drove away into a big
hole and disappeared. “It cannot be like this
always,” Itay said, his eyes beginning to turn
red. “Like they were swallowed up by a giant
whale with nobody around to see it.”
Inay nodded sadly. “Patience, Gorio,” she
(Please turn to page 325)
311
 GIFT-GIVING
Here comes December
The month of gift-giving
It’s the birthday of the Holy Babe
Who was born in a manger.
Dresses, toys and candies
What kids love to receive
Others want some cash
To deposit in their piggy banks.
Fresh flowers, perfume and cards
What ladies long for from their sweethearts
But kisses are more than anything
In celebrating Christmas as gift-giving.
Puto, suman and ricecakes
Mothers prepare for Christmas Eve
Grandparents help to wrap the gifts
For relatives who come on Christmas day.
THANK YOU, LORD
Thank you, Lord, for the countless blessings
We receive from You day after day
We will never forget to pray, pray and pray
For peace on earth and goodwill to men.
Now that Christmas is coming again
Let everybody love one another
Free us from worry, we give You our trust
You are our Saviour, we give You our thanks.
AURORA P.SERDENA
Bangbang, Gasan, 4905 Marinduque
CHRISTMAS TREE
Oh tree that glits around the streets
That captures the sight to everyone’s delight.
A tree that stands comfortably with all sorts of designs.
That the children hang in line depicting their messages
To the people of all ages.
A tree filled with greetings on this season’s tidings
And conveys the essence of giving, sharing
and thanking thee
For the bountiful blessings.
MERRY CHRISTMAS Hi
Merry Christmas to you!
Medleyed by the kids
To heartily bid
Their yuletide’s greetings
Thank you, thank you
Gladly they say
For the little sharing
Of your blessing.
312
CHRISTMAS EVERYWHERE
Christmas, Christmas, everywhere,
People of all colors and creeds,
Enjoy this joyful part of the year
In parties, song and dance indeed.
Christmas, Christmas, everywhere,
Enjoyed by men of peace and goodwill,
VERSES But Io, in places somewhere,
Some people destroy and kill.
Christmas, Christmas, everywhere,
Let us be sincere this year,
Let there be peace and goodwill,
To all people everywhere.
WHEN DECEMBER COMES
When December comes,
Let’s sing tra-la-la, tra-la-la, tra-la-la.
It’s the happiest month
Tra-la-la, tra-la-la, tra-la-la.
When December comes
Christmas also comes tra-la-la, tra-la-la,
j Everybody is happy
( Tra-la-la, tra-la-la, tra-la-la.
We will have new shoes
We will have new clothes tra-la-la, tra-la-la,
All of us will be happy, tra-la-la, tra-la-la, tra-la-la.
CHRISTMAS TIME
It’s Christmas time again
The happiest time of the year,
When both parents and children
Come to be together.
It’s a chance for them to gather
nJ
Share their stories, joys and laughter,
Eat foods they used to share
When the children were smaller and their parents younger.
/
.
HURRAH FOR CHRISTMAS
CHRISTMAS TIME Hurrah for Christmas
Its time to ask for the wish untouched The feeling is so nice,
To couples with heart Attending the evening mass
A Christian task. Then eating cakes and pies.
The most awaited time Hurrah for Christmas
For the children to dine In a year it comes but once,
Their favorite food I remember how happy I was
Served to their delight Attending parties and enjoying the dance.
JOAND. BELINGON, R.N. RAFAEL A. BANZUELA
Lamut Central School YMCA Lane, EM's Barrio
Laniut, Ifugao Barangay 3, Legaspi City
THE PHILIPPINE JOURNAL OF EDUCATION DECEMBER 2003 313
 TEACHERS’ PROBLEMS
ATTY. JULITO VITRIOLO
Transfer/Reassignment of a Teacher to
Another School, Part 3
he CSC found personal motive, bias, and injustice behind
T the petitioner's acts.That there is bad blood between the
petitioner and the private respondent is apparent from the
records. On June 27, 1984, or one day before the petitioner
recommended to Superintendent Navarro that Ms. Moti be
declared an "excess teacher", the latter filed a complaint with
the Tanodbayan alleging among other things that Ms. Orcino
was collecting P100 each from teachers who failed to sign the
city share payrolls and P10.00 each for the purchase of an im­
age of the Sto. Nino for the school premises. This was, how­
ever, immediately denied by some teachers who claimed that
there were contributions for whoever was following up their
payrolls at City Hall and for the Sto. Nino, but these were
purely voluntary on the teachers' initiative and Ms. Orcino
had nothing to do with them. The complaint was dismissed
by the Tanodbayan on March 20, 1985 (Original Records,
pp 4-9; pp. 93-96)
On the other hand, Ms. Orcino filed also on June 28,1984,
a complaint with the Superintendent of City Schools against
Ms. Moti charging her with non-cooperation in specified school
activities, reading newspapers during rehearsals for gradua­
tion exercises even with the Principal and Assistant Principal
around, talking and laughing during baccalaureate mass to
the annoyance of the priest, refusal to submit lesson plans and
record books and to sit with the evaluators of the performance
ratings and other acts of defiance of specified school regula­
tions. The charges were found valid and Director Modesta G.
Boguiren of the MECS National Capital Region fined Ms. Moti
the equivalent of five (5) days salary. (Original Records,
pp. 38-47)
The private respondent charged Ms. Orcino with
coercing and embarrassing her and telling her to stop
attending meetings of teachers associations, cease making
representations for better professional and economic benefits
to teachers, avoid joining delegations to Malacanang for the
upgrading of teachers' benefits, etc. Significantly, in all these
charges and counter charges, the petitioner was sustained by
the Division Superintendent, Regional Director, Department
Head, and CSC Merit Systems Board. Only the CSC arrived at
different findings without, as earlier stated, any factual basis
on record for its conclusions.
At any rate, even assuming that the CSC is correct and
that its findings are not based on surmises and presumptions,
there is no explanation why the petitioner, a purely recom­
314
mendatory authority, should be the one penalized and
disciplined while the Superintendent of the City Schools who
ordered the transfer and the higher MECS authorities who did
not reverse it, remain free of blame. If there was any abuse of
authority or arbitrariness, the Division Superintendent of City
Schools who makes all the appointments, transfers, and
other personnel action should have been charged and not the
Principal. Tire Superintendent could have rejected the recom­
mendation to transfer Ms. Moti and ordered the retention in
Malvar Elementary School and the petitioner would have been
bound to obey.
As earlier stated, an appointment as "Elementary Grades
Teacher" in Manila means that the teacher can be assigned to
any school in Manila. The choice of grade, subject area,
primary or intermediate level, school, and district is pure policy
and the determination as to the capabilities of the teacher and
the assignment where she would be most useful are, in the
absence of arbitrariness or whimsicality, best left to the
administration concerned.
In Brillantes v. Guevarra (27 SCRA138 [1969]) this Court
held that an excellent principal in a model and centrally
located school may be transferred to a struggling school in a
less attractive community to improve standards and to "spur
the improvement of small schools" (at p. 149). In other words,
the interest of the service may dictate that the worst school
should get the best principal. The same principle applies to
classroom teachers. No one has the vested right to balk at dif­
ficult assignment ordered for the best interests of the service.
There would be nothing disciplinary in these other transfers.
Because of the bad blood existing between Ms. Moti and
Ms. Orcino, the Division Superintendent of schools had to
choose between transferring one or the other. Since Ms. Moti
was clearly at fault, Superintendent Navarro exercised her
sound discretion in reassigning the private respondent to
another school. We see no error, much less grave abuse of
discretion in her choice.
Our ruling in Sta. Maria v. Lopez (31 SCRA 637.652.654
[1970]) on transfers that are valid and which do not amount to
removal squarely applies.
Julito Vitriolo is Deputy Executive Director IV at the
Commission on Higher Education (CHED). His e-mail
address is j.d.vitriolo@yahoo.com
THE PHILIPPINE JOURNAL OF EDUCATION
 ILIIFE
What Has the Teachins Profession Taught Me?
JULIETA MAPUTOL LAGANSON
Tiguis Elementary School, Tiguis, Lila, Bohol
began teaching as a substitute
I teacher when I was 21 years old.
Though still new in the profession, I
found out that teaching taught me
love and service. I can be happy
doing my work if I have love. I
learned that teaching is not gold
mining, but a mission, as I have to
cross seas and hike trails and rug­
ged roads because I was teaching in
an island school that can only be
reached by boat or by foot. I learned
patience and perseverance because
it is not easy to traverse rugged,
muddy and slippery trails. My cour­
age and great faith in the Almighty
were my shield in crossing the deep
seas. I experienced a near drowning
incident three times but this did not
DECEMBER 2003
hinder my love for teaching because
I knew beforehand that teaching is
missionary work.
Teaching taught me to be a good
actress as I taught Grade I for 10
consecutive years. I acted as a giant,
a witch, and an angel because I had
to give life to selections that I read.
It taught me to become a writer too,
as I had to write short paragraphs,
songs and poems for my young
learners in the absence of books. I
also learned resourcefulness and
originality in my work.
I met all sorts of people because
I taught in many places; in an island,
in hinterlands and in lowlands.
I learned to understand the
children's world and to be childish
sometimes but not in
thoughts. I learned a lot
of things in teaching
which I did not
.?& learn through my
studies. I learned
to adjust to
children's person­
alities as well as
; to parents and
community people.
I learned to be
patient with my
learners as well as
with my colleagues
and superiors. There
were times when con­
flicts happened, but
kind-hearted teachers
resolved them. Little
mistakes which were
unintentional
were
• *$ z f o r -
f | >a given
f £ and
their
misbehavior was given some
consideration as they have innocent
minds. Thus I learned to be a
guidance counselor.
Teaching taught me the real
essence of democracy, as I'm willing
to hear the suggestions, opinions
and dreams in life of my students. I
gave due respect to them though
they were yoimg. I learned to honor
and give value to their works even
if some were not properly done. I
learned to be a provider of good
ideas and information which is
sometimes not found in the text­
books. I became a provider of small
tilings when children come to school
with no pencils and crayons, as I
learned to keep small things which
I found and deposited in a box. If
nobody claims these I lend them to
children who come to school with­
out school materials.
I learned to love nature as I'm
an ENSCIMA teacher. I enjoyed
viewing the shapes and colors of
different clouds. The singing of little
birds and the swaying of trees
around our school inspired me
when I felt that life seemed
humdrum at times.
I learned to safeguard the health
of everybody, especially my pupils.
I removed thorns and broken glass
scattered along the way to school. I
also learned to memorize short pas­
sages, biblical verses and stanzas of
poems which caught my attention,
and imparted them to the learners.
I consider it a great achievement
to be a facilitator during seminars,
to become a trainor, a demo-teacher
and to be a member of some work­
ing committees for the good of the
learner and teachers.
I feel proud as a teacher and
sometimes I ask myself, what would
I be if not a teacher?
315
 Ans Pagons at Ans Ban-os
PAGONG MATSING
BAN-OG BABOY
BAKA KABAYO
KALABAW
TAGPO 1
SA TABING ILOG
Makikita ang anim na magkakaibigang hay op na
nangingisda. Sila ay sina KALABAW, BAKA, KABAYO,
MATSING, BABOY at PAGONG. Aahon ang anim na
maraming mga isdang huli. llalagay ng mga ito ang mga
huling isda sa kanilang malaking buslo.
PAGONG: Marami na tayong nahuling isda.
Kailangang may magbabantay sa buslo natin at
baka may kumuha na kung sino sa mga isda
natin.
BABOY: Si Kalabaw na ang magbantay. Siya ang
pinakamalaki sa atin.
MATSING: Tama. Si Kalabaw na ang bantay.
BAKA: Tiyak matatakot sa kanya ang sinumang
nagbabalak magnakaw ng nahuling isda natin.
KALABAW: Huwag kayong mag-alalala. Akong
bahala sa mga isda natin. Hala, bumalik na kayo
sa ilog.
KABAYO: Tayo na nga mga kasama. Kalabaw, iyong
316
KALABAW: Oo, sabi. Hindi ko ito pababayaan.
Lakad na kayo.
Aalis na ang lima para mangisda muli. Maiiwan si
KALABAW. Di-magtatagal, didilim ang kalarigitan at
niaririnig ang pagaspas ng malalaking pakpak.
KALABAW: Dumidilim ang kalangitan. Uulan kaya?
Pero bakit may pagaspas ng mga pakpak akong
naririnig? (Titingala)
Makikita angpagbaba ni BAN-OG. Malaking ibon si
BAN-OG.
KALABAW: Si Ban-og!
BAN-OG: Gutom na gutom ako! Kakainin ko ang
mga isda!
KALABAW: Hindi maaari! Subukan mo lang
kumuha ng kahit isa at malalaman ko kung ano
ang iyong hinaharap! Hindi ka patatawarin ng
malalaking sungay ko!
Edna Mae Obien-Landicho is an Associate Professor
at the LLP. Department of Speech, Communication and
Theater Arts.
THE PHILIPPINE JOURNAL OF EDUCATION
 BAN-OG: Matapang ha? Hngnanko kung hanggang
saan ang tapangmot.
Maglalaban nang buong bangis ang dalawa1.
Mahahagip ng malalaki at mdhdhabdng kukohiBAN-OG
Si KALABAW at ililipad niya ito paitaas. Maririnig ang
malakas nd pag-ungani KALABAW.
BANDOG; Matagal nang hindi nakakatikim ng
karneng kalabawangaking mga inakay. Palagay
kp'y matutuwa silang alinusalin ka ngayon!
KALABAW: (fUungd nangi nudokas) Ban-og, inaawa ka
1 saakin! Ibabainp^ako sa lupa. Ipinangangako
korig ibibigay ko lahat sa iyb arig inga' isda na
nasabuslo!
BAKkOG: Ayan', hatutp ka tin! lyari ang nais kong
marinigkaninapa!
LilipadpababasiBAN-OG‘at ilalapagSi KALABAW.
LdTantakan nito angmga isda sa buslo. Pagkarddng
tn&qginang sartli, lilfyad ito paitaas tangay drtg mga
isddng ipakdkain sa kanyang mga supling. Darating
namanangsinaBAKA, KABAYOl MATSING, BABOY
at PAGONG, dala-dala ang kanilang mga hiding isdb.
Mdkikita* nildng wala nang lamanang buslo.
MATSING: O, nasaah na ang inga isda?
BABO*tf: Kalabaxy, kinain trio lahat ano?’
KABAKO: Ang sibamonaman!
KALABAW: Taykayb, taykayo!' Hindi ako ang
' kumainfr .
BAKA:E,sino?
j^ALABAW^: (Si Bandog. Bumaba* siyantb at gtistong
kainin! lahat ng isda. Ayaw kong, ibigay kaya't
naglaban kami. Dinagit niya ako at idinalaisA
himpapawidL Ipakakain daw niya ako sa mga
anak niya!. Hafekot rako’kaya ibinigay ko na 7sa
kanyaafigl^hat ng isO'hathi
BAKA; e«- KAadaling
matakot. Akoz ako magbabaritay sa mga isda
dito- 'Bhbukan lang ng Bandog ha iyan ang
liiinapit *dito) at ntatitfei’an tUya itpng ptgi
stingay ko; Hala^iiagay na* saibhslo Mg mga is^d^
natin.
ftdldgay ng Uma (dng kanilang mga huling isda Sd
budlo.
BAKA: Lakad'na kayo. Ako'ng.bahala rito.
Aaids ang lima. Maiiwan' si BAKA. Mayamaydt
didilim myti arigkalangitan at marivinigang m^taka^nd
pdgdspas'ng mdldldkingpdkpdk- %$apqg si
BAiM-OG: Gutomna'igutom paako! Akinna> angmga
. ;DEGEMBER 2QQ3
isda!
BAKA:AaalAaalTalagangpinaghahandaankoang
pagdatingmo, Ban-og! Subukan molanglumapit
at ib^klidsakli iyang ihga pakpak mb!
BAN;OG: Babaengbaka, jnatapang? Pinatatawaino
ako!' Ibigay mo na sa akin ang mga isda nang
hindi ka na masaktan!
BAKA: Sa ibabawMg along bangkay!
Dadaluhungin ni BAKA si BAN-OG at susuwagin
ito ng kanydng matututis na sungay. Lilipad paiwas si
BAN-OG. Maglalabandin nmtgtoiu^
&i ntagtatag^ mahdhqgip ni B^Nr&G tig, fafiyahg
mattitulis na kuko si BAKA. ililipad niyd ito. pataas
pagkatapos. Maririnig ang hintakot na^pag-^unga ni
BAKA.
BAKA: (Uunga) Ban-og! Ibalik mo ako sa ilupa)!'
Naltilulaako!
BAN49G: Hindi! Ipakakain’kitasaakingmga inakay!
BAKA: BM^Qgh^M,ipai^ hib napgawa. IbabaMo'
ako. Ibibigay fed* sa iyb ang lahat ng isdla!
PMgako! , '
BAN-OG: Ibibigay mb rinlangpala, pinahihirapan
inopaako.
Lilipad pababasi1 BAN^O&di tUfapag si BAKA.
BAKA: Salamat, Bandog. Iyo nang lahat iyang mga
isda.
^^lpiy^tdhflnniB^F©Gdngmgdisdd>. r
Sata^!1 '•
p& ako ipero kaMMgO '.' r
uwian &o hg pagkain aiig n^ga thakay kbi
Kimsabagay 41 W&gtOiB'l kaya na fing
maghagUapngkanBangmakakaihangmgaiyon. r
Tangdy/ang ilang is^naldipad’palayosi
Eladating namdnangiimdng mdgkdkaibiganmulasailog.
MadaddtnannilasiBAKAnaumiiyak.
FAGONG: Bakit?
BAKA: (Mmiiydk)\ Makakatakbt na kalaban pala si
Baghog.
®i^LABAW?: Yabaitg ihoiipaikamna!. hunsidtbimpipa
ako. lyon pala naman, duwag ka rin.
BAKA: Malay ko bang ganoon siya kabagsik.
KABA¥@: Itaa nai i^ang; sisihan. Mdgtatdpdng-
tdpqhgqn^j^.Q namMi^yMMgiitagbabanteiy;
Mangisda na kayo. Iwahahninyo ako. (Sa sarili)
Inarigkupuu! Kaya kb naman kaya1 .ang Bandog,
na iyon?
Sundan sasusunMnalsyu
317
SCHOOL ACTIVITIES
ula sa labi ng naging pangulo ng Bansang Amerika,
M na walang iba kundi ang yumaong Pangulong John
F. Kennedy, ay ang mga salitang sumusunod:
“Huwag mong hingin ang anumang bagay na nais
mong ibigay sa iyo ng iyong bayan, kundi ang isipin mo'y
kung ano ang bagay na maibibigay mo sa iyong tayan.”
Sa kasalukuyang panahon na ang ating
pamahalaan ay nagkakaroon ng krisis sa pananalapi ay
malaking tulong ang magagawa ng mga mamamayan sa
layunin ng proyektong naisip ng Kagawaran ng
Edukasyon.
Ang programang kalulunsad lamang ng nasabing
Kagawaran ay kauna-unahang proyekto ng pamahalaan
ngayong taong 2003 na ang tiyak na layunin ay tu mutukoy
sa pagbibigay ng mga nararapat na kalutasan sa mga
maliliit na problema ng ating mga paaralan. Ito ay walang
iba kundi ang programang Brigada Eskwela. Hindi sapat
na pumasok ang mga bata ng buong taon, magbakasyon
at sa susunod na taon ay balik-paaralan ulit na walang
pagbabago sa mga silid-aralan o ang buong gusali ng
paaralan.
Kung babalik-tanawan natin ang kulturang Pilipino,
ang nabanggit na proyekto ng nasabing kagawaran ay
may pagkakatulad sa ating Bayanihan na kung saan
ipinakikita ang pagkakaisa at pagtutulungan ng mga tao
sa isang pamayanan.
Ang Brigada Eskwela ay isang magandang
pangyayari sa buhay ng ating mga mag-aaral at ng mga
paaralan. Dahil dito magigising ang isip, diwa at damdamin
ng mga punong guro, PTA Officers, at mga magulang ng
mga mag - aaral upang magkaisa para sa kapakanan ng
mga kabataan.
The National Conference for Science Club
Advisers in La Vista Pansol, Calamba, Laguna
ELVIRA CANILAO, Asst, to the Principal
Eulogio Rodriguez Elementarij School City of Mandaluyong
One of the visual aids from IRRJ
318
2003 Brigade Eskwela
FLORDELIZA M. ZAFRA, Punong Guro I
Lupac-Tabigue Elementary School
Division of Marinduque, District ofBoac, North Boac
Sa mga maliliit na pangangailangan ng mga
paaralan, sa pamamagitan ng mga nilalayon ng Brigada,
hindi na kailangang maghintay ng tulong sa ating
pamahalaan. Tayo, sa ating sariling kakayahan,
pagkakaisa at pagtutulungan ay kayang-kayang
maisagawa at malutas ang anumang problema ng bawat
paaralan.
Ang Lupac-Tabigue Elementary School, sa
pangunguna ng punong - guro, mga guro, mga pamunuan
Parada para sa pagsisimula ng BRIGADA ESKWELA. Ito ang ginawa ng
ng PTA, mga magulang at mga masisipag na mamamayan
mga guro, mga magulang at opisyales ng LUPAC-TABIGUE ELEMENTARY
ng nasabing mga barangay ay madaling naisakatuparan SCHOOL PTCA, upang higit na maging masigla at lalo pang mahikayat
ang mga layunin ng Brigada Eskwela. ang mamamayan upang maki-isa at makisali sa BRIGADA.
Buong pag - asa na ang isang linggong singkad na
nagsimula ng Mayo 19-23, 2003 ay hindi matatapos
lamang dito, kundi maging patuloy na gawain sa buong
panahon at hindi magiging isang “ningas - kogon’ lamang
na tulad ng iba’t-ibang programa na ipinalabas din ng
Kagawaran ng Edukasyon nang matagal na panahon,
tulad ng Laguna Approach at Little Democracies. Sa ganito
mamumulat ang isip ng mga bata at matatatak sa kanilang
puso na mahalaga ang pagkakaisa at pagtutulungan.
Bilang pagpapatunay na naisakatuparan ang mga
layunin ng Brigada Eskwela ng Lupac-Tabigue Elemen­
Pagpapalit ng sirang kisame, isa ito sa mga halimbawang ginawa at
tary School, makikita ang ilang larawan ng mga gawain
natapos ng mga magulang ng Lupac-Tabigue Elementary School. Matapos
ayon sa hinihingi ng Dept. Memorandum No. 79, s. 2003 ni lang matapalan ng Vulca Seal ang butas na bubungan, tulong - tulong
Mabuhay ang BRIGADA ESKWELA. nilang pinalitan ang kisame nito! O di ba maganda? SAU NA!
he Science Club Advisers Association of the Philippines, Inc,, (SCAAP) in cooperation with the Department of
T Education and Student Co-Curricular Affairs (DepED-SCA) held a national conference at Pansol Resort La Vista,
Calamba, Laguna, on May 7-11,2003. Participants included science club advisers, science teachers, coordinators,
division and regional supervisors from the sixteen regions all over the country. The theme of the conference was
“Biotechnology: Its Relevance to Science Education."
Senator Manuel Villar, the keynote speaker
during the opening ceremony, explained the
theme of the conference. He also gave emphasis to
“Sipag at Tiyaga” (ST), very convincing magic words
in realizing our dreams for the betterment of our
society.
The activities during the conference included
the following:
1. Lectures
2. Group dynamics sessions
3. Educational tour
4. Fair night
NCR delegates during the National Conference for Science Club
5. Candle ceremony
Advisers. The author with the x mark is at the extreme right.
6. Genetically Modified Organism (GMO)
Quiz
THIS PHILIPPINE JOURNAL OF EDUCATION
 BRENDA V. FAJARDO
Department of Art Studies
®[i PIWv
University of the Philippines

Ang Pilipino ay mahilig sa dekorasyon at mahilig din sa

kulay. Ang dyipni, tricycle at kariton ng sorbetero ay may
makukulay na dekorasyon, mga imahen, pigura o letra.
Madaling pagandahin ang iba’t ibang bagay sa
pamamagitan ng paglagay ng imahen at kulay.

Noong 1998, nagkaroon ng eksibisyon ng mga latang

may disenyo alay sa sentenyal ng rebolusyong Pilipino.
Ang samu’t saring lata ay nagkaroon ng mga bagong balat
na ang mga imahen ay tungkoi sa kasaysayan ng pilipinas.
Ang iba ay nagpapatawa at ang iba ay nag-papaisip sa
manonood.

GAWAIN
Pumili ng latang gagawan ng imahen. Linisin ito at
siguraduhing walang bahaging nakakasugat. Lihain ang
jyiinw!
labas ng lata at pintahan ng itim.
Samantalang pinatutuyo, gumupit ng disenyo mula sa
manipis na papel na may mga imahen (magasin o
komiks).
Idikit ang imahen na pinutol sa lata. Maaaring
magpatong-patong ng iba’t ibang disenyo. Maaari
ding gumawa ng sariling imahen at pintahan ito
bago idikit sa lata. Kung tuyo na, maaaring lagyan

r ng barnis ang idinikit na disenyo sa lata.

MGA GAMIT
• Lata (walang laman)
• Enamel black paint
• Pinsil
• Gunting
• Pandikit
® Magasin o komiks
° O Papel na paglalagyan ng imahen
• Lapis at pintura para sa sariling imahen
• Barnes

DECEMBER 2003 319

PACSULAT NA MALI KH AIN
DOMINGO G. LANDICHO

ANDRES BONIFACIO
Dulang Pampelikula
SEQUENCE 31:
LOOB, SA LOOB NG BAHAY, ARAW.

Makikita ang mga botelya ng kemiko, sa laboratoryo

na pinagtatrabahuhan ni Antonio Lima. Gumagawa ng
eksperimento ang parmarsiyntiko.
Lalangitngit ang pintuan ng kanugnog sa silid na
binuksan ng Kawaksi. Papasok si Pio Valenzuela.
KAWAKSI: Umupo muna kayo.
Papasok ang Kawaksi sa loob ng laboratoryo,
makikitang abalang-abala si Antonio Luna sa ginagawa.
Atubili ang Kawaksi. Makikita ni Luna ang Kawaksi.
LUNA: Ano iyon, Berto?
KAWAKSI: Narito na po si Dr. Valenzuela, Senyor.
LUNA: Dito mo na patuluyin. Kailangang matapos
ko ito.
Lalabas ang Kawaksi. Magpapatuloy si Antonio Luna
sa kanyang ginagawa. Papasok si Pio Valenzuela.
PIO: Ako'y si Dr. Valenzuela.
LUNA: Alam ko. Nababanggit ka ng aking katulong
na si Berto. Kamusta?
VALENZUELA: Kagagaling ko lamang sa Dapitan.
Ipinasadya kayo ni Dr. Rizal. Sabi niya'y malaki
ang maitulong ninyo sa amin.
Mapapatigil si Luna sa kanyang ginagawa.
LUNA: Huwag mong sabihing pati kay Dr. Rizal ay
nakakarating ang pahiwatig sa akin na sinasabi
at ikinikilos ni Berto.
VALENZUELA: Ang paglaban sa mga Kastila'y
katotohanan, senyor! Tagubilin ni Dr. Rizal,
kakailanganin namin ang inyong tulong.
LUNA: (Malakas ang tinig) Isipin mo na lamang, Dr.
Valenzuela, paano tayo lalaban sa mga Kastila?
Kakagatin natin ang kanilang mga punglo? Ang
himagsikan ay bangungot lamang ng mga
walang magawa, gaya ng aking katulong na si
Berto. Ako'y tahimik sa aking tungkulin.
Ikinalulungkot ko... wala akong maitutulong.

SEQUENCE 32:
LOOB. SA LOOB NG BAHAY. GABI.

Nagpupidong ang matataas na puno ng Katipunan

sa baliay nina Andres Bonifacio. Malamlam ang ningas

Domingo Landicho is a Full Professor at the LLP.

Departamento ng Filipino at Panitikan ng Pilipinas.

320 THE PHILIPPINE JOURNAL OF EDUCATION

 JACINTO: Wala tayong maaasahan sa mga iyan.
ANDRES: Ang asal ng mga maykaya'y dapat lamang
nating asahan. Hindi buhay at kamatayan sa
kanila ang kahulugan ng pagbabago. Pagdating
ni Dr. Rizal mula sa Hongkong, itinatag niya ang
La Liga Filipina. Ito'y patunay na sa kabila ng
paghihirap ng bayan, ang mga ilustrado ay
nakakapit pa rin sa paniniwalang ang
pagbabago'y dapat gawin sa payapang paraan.
Dapat na tayong matuto sa kabiguan ng Kilusang
Propaganda.
VALENZUELA: Kailangan natin ang tulong ng mga
ilustrado.
P1NUNO 1: Kailangan natin ang salapi. Kailangan
natin ang armas.
ANDRES: Lakas ng anakpawis ang ating mabisang
sandata.
PINUNO 2: Anong laban ng tabak sa punglo?
JACINTO: Ginagawa natin ang kailangang
paghahanda. May mga tauhan tayo sa sangay
ng pamahalaan. Nanakawin natin ang kanilang
sandata.
PINUNO 1: Ilang baril ang ating mananakaw.
ANDRES: Kailangang tayo'y magsimula. Sa simula'y
may mga pagpapakasakit. May kamatayan.
Kung may pananalig tayo sa ating lakas, tayo'y
magpapatuloy. Tayo ang unang hahakbang, mga
kasama.
JACINTO: Ihanda ang mga balangay sa anumang
mangyayari.
PINUNO 2: Lahat ay aming gagawin.
JACINTO: Aalis na tayo. Gabing-gabi na.
Maiiwan ang mag-asawa. Aayusin ni Gregoria
ang mga ginamit na inuman. Maglalatag si
Andres pagkatapos ng banig.
Nakatingin si Andres sa kalawakan. Maririnig ang
huni ng mga kuliglig at panggabing ibon.
Sa labas, humihihip ang simoy sa mga dalton ng
dahoy.
Lalapit si Gregoria kay Andres.
GREGORIA: Matulog na tayo, Andres.
laalakbay ni Gregoria ang bisig sa leeg ng asawa.
Idadaiti ang pisngi sa mukha ng lalaki.
Lilingap si Andres sa babae, hahalikan ang asawa sa
labi. Gaganti si Gregoria.
ANDRES: Malayo ang mga bituin sa langit, Oryang.
Magpapasok si Gregoria ng maiinom na salabat. Ayaw kong isiping gayong kalayo ang katuparan
Isasalin sa mga nakahanay na inuman. ng ating mga lunggati.
VALENZUELA: §1 Senyor Luna ay gaya rin ng ibang GREGORIA: Tayo ang lumikha ng ating mga bituin,
maykaya. Ayaw na tumulong. Andres. Ang bituin nati'y nasa palad ng bayan.
JACINTO: Sinabi mo bang ang pakikipagtulungan Nananalig tayo, Andres.
niya'y ayon sa kagustuhan ni Dr. Rizal? Muling hahalikan ni Andres si Gregoria. Mapusok.
VALENZUELA: Lahat ay sinabi ko. Ayon kay Senyor Maya-maya'y ipipinidang durungawan. Hihiga ang mag-
Luna'y hind makakalaban ang kagat ng ngipin asawa. Papatayin nila ang Haw. Lalagom ang dilim.
sa punglo ng mga Kastila. (Sundaii sa pahina 333)

DECEMBER 2003 321

ANG TINAPAY... mula sa pahiita 308
“Ibili natin siya ng ensaymada!”
“Yong espesyal ang bilhin natin!”
“Sige!”
Matulin ang lakad, halos tumatakbong
nagtungo sa panaderya sina Monang at
Betong. Doon, pinagsama nila ang kanilang
pera at bumili ng isang malaki, espesyal na
ensaymada.
“Naku, matutuwa si Hesus sa regalo nating
ito sa kanya.”
“Aba, syempre! Artg sarap yata ng
ensaymada!”
Tatakbo na sanang pabalik sa plasa ang
magkaibigan nang matanaw nilang palapit sa
kanila ang isang babaeng pulubi. May kasama
siyang isang batang maliit.
“Amang, Ineng... makapagtanong na nga
sa inyo!”
“Ano po ba iyon?”
“Saan ba namin matatagpuan ang bahay
ni Tata Akong?”
“Naku, e, patay na po si Tata Akong.” sagot
ni Monang. “Doon po... doon po ang bahay
niya.”
Napatingin ang babae sa nakasarang bahay
ni Tata Akong. “A-anak, patay na pala ang Lolo
322
Akong mo.”
“E, bakit po ba ninyo hinahanap si Lolo
Akong?” tanong ni Monang.
“Mamamasko sana kami sa kanya...”
Nakita ni Betong, hinatak ng bata ang damit
ng ina. Itinuro nito ang ensaymada niyang
hawak.
“Anak...”
“E, ale., gusto po ba ng anak ninyo itong
ensaymada?”
“Naku, pasensya na kayo sa anak ko...”
“E, kung papayag po kayo, ibibigay ko na
sa kanya ang hati ko rito. Hati po kami rito, e.”
“Aba, hindi. Sa kanila na ‘yan...”
Iniabot nina Monang at Betong sa bata ang
tinapay. Nakangiti itong nagpasaldmat.
“Salamat... kakainin ko na ito, ha?
Nagugutom na kasi ako...”
“Aba, sige! Iyo na ‘yan.”
“Nanay, atin na raw po itong tinapay...”
“Mga bata... salamat!”
“MASAYA ka ba, Monang?”
“Oo,” sagot. “Ikaw ba?”
“Masaya rin,” sagot ni Monang. “Kaya lang,
baka magtampo sa atin si Hesus. Ipinamigay
natin ang regalo natin sa Kanya.”
“Hindi magtatampo iyon!”
“Sabagay...”
THE PHILIPPINE JOURNAL OF EDUCATION
ANG PIPIGAN... inula sa pahina 309 \V
Inabutan nilang nagbubusa na ng palay ng
malagkit si Aling Nena.
“Tamang-tama ang dating ninyo,” aniya.
“Malapit ko nang hanguin ito.”
Hang sandali pa, maririnig na ang kalatok
ng halo sa lusong habang nagbabayo si Mang
Kardo.
At sumasaliw doon ang tilian ng magka-
patid na naghahabulan sa liwanag ng buwan.
Masayang masaya sa gawain ang buong
pamilya. Masigla ang kanilang tinig. Maliksi
ang kanilang galaw.
“Nang, sana po’y gumawa tayo ng gina-
taang pinipig!” sabi ni Adora. “Masarap po
iyon!”
“Oo nga po,” sabi ni Crispin.
“Sige. May niyog at asukal tayo dyan at may
iba pang gamit...”
DECEMBER 2003
“Hayan....” ' w
Tumakbo ang dalawang bata sa ama nila
at ibinalita ang sabi ng ina.
“Ku, kayong dalawa, napakatakaw ninyo...”
nagtatawang kantyaw ni Mang Kardo.
“Hindi naman po kami matakaw... magana
lang kumain!”
MASAYA ang pamilya sa harap ng hapag.
Nasa gitna ng mesa ang sisidlan ng ginataang
pinipig. Mukhang kaysarap noon. May halo
iyong tinilad na hinog na bunga ng tsiko,
kinayod na buko at nilagang laman ng gabi.
“Wow, naman!” bulalas ni Adora.
“Uumhh!” sabi ni Crispin. “Masarap ito.”
Natawa sina mang Kardo at Aling Nena.
“O, bago tayo kumain, magpasalamat muna
tayo sa Panginoon.”
Tahimik na nagdasal ang pamilya.
Masaya at masigla ang kainan nila.
323
DANTE AND DEXTER... front page 310
“He will find me, father,” said Dante. “I know
he will.”
Dante’s father just shook his head and,
together, they walked home.
Dante did not sleep well that night. He
tossed and turned in his bed.
“Stop moving!’ said his brother Philip. “I’m
trying to sleep.”
Dante tried to keep still and silently let the
tears flow from his eyes. Soon, he heard Philip
snoring. After a while, the crying made his eyes
heavy and Dante whispered “Dexter” before
he, too, feel asleep.
“Stop kicking me, Philip!’ complained
Dante the next morning, his eyes still closed.
324
Dante wanted to sleep some more and he felt
Philip poking his back. “Stop it!’
Without opening his eyes, Dante shoved
Philip away from him. Philip felt strange to his
touch. He felt a little hairy.
Dante quickly opened his eyes and turned
to see who had been poking his back.
“Dexter!” he cried. “I knew you would find
me.”
“We found him just outside the door,” said
his father. “He’s a little dirty and skinny but
since he’s come such a long way I thought we
should let him in your room just this once.”
Dante’s father winked at them as he left the
two best friends, Dante and Dexter to enjoy
each other’s company.
THE PHILIPPINE JOURNAL OF EDUCATION
4 YEARS... front page 311
said while rubbing his back. “You’ll see, we’ll
hear about him, from him, sooner or later.”
“Sometime soon, I hope,” said Kuya. “The
suspense is driving me crazy.”
Greg came forward and held Kuya by his
arm. “He promised he will try to escape when
it is a good time to escape. Perhaps it’s not a
good time yet.”
Kuya embraced him wordlessly and then
patted him on the head. Itay stood up and
DECEMBER 2003
approached the two.,“Of course, Greg is right.
We are impatient but how much more is he.
Yes, it is no joke to wait for the right time.”
Inay pulled Greg to her and rubbed his
back. “He made a promise to Greg, right?
Naturally, he will find a way to fulfill it. Come
everyone, dinner is ready”
They all walked to the dining room but their
minds were somewhere else.
ALL RIGHTS RESERVED
By the Author, 2003
325
VISIONS... from page 293
recognized for their steady supply of graduates more
than their academic and intellectual rigor and climate.
It has not helped that admission standards are
lower or even almost non-existent in many teacher
education institutions. This seeming democratization
has been seen as a way of encouraging more people
to enter the teaching profession. Unfortunately, the
relaxation of admission standards has also resulted
in ill prepared graduates who have a poor knowledge
base in their areas of specialization. This is evident
in the poor performance of education graduates in
the Licensure Examination for Teachers.
It is sad that more than democratizing access to
teacher education programs, colleges of education
have been bread and butter for some universities
because of the burgeoning market for education
especially on the international scene. It is extremely
THE BASIC EDUCATION... from page 295
d. Systematizing the inclusion in methodology
courses of the different models of integrative,
interactive teaching; social, affective and
metacognitive learning strategies; and authen­
tic assessment of learning
e. Emphasizing in courses on Measurement and
Evaluation or Test Construction how assess­
ment can be used to improve teaching and
learning
2. Long-term Response
a. Restructuring the TE curriculum to allow
students to obtain double majors
• Requiring BSE students to have one major
and an additional specialization, e.g., a
major in a given learning area in the BEC
and a specialization in a subject of
Makabayan or vice-versa (e.g., Filipino as
major and History as a specialization or
English as major and Technology Education
as a specialization)
• Requiring BEE students to have two related
areas of concentration, e.g., English and
Science or Filipino and Social Studies
b. Introducing additional proficiency-oriented
courses in English particularly for BEE
students to strengthen their communication
skills
c. Redesigning General Education courses to
stress breadth of knowledge and methods of
inquiry; to strive for integration, synthesis and
cohesion of learning; and at the same time, to
examine values and controversial issues in
326
disconcerting that many of those who go for over­
seas employment end up as domestic workers.
Recently, there have been reports of teachers return­
ing to the Philippines because of poor performance
in spite of claimed expertise in certain areas. It is not
surprising that requirements for overseas placement
have become more stringent.
In cognizance of the role of teacher education in
the quality of basic education, the Commission on
Higher Education has identified standards as bases
for the institution of programs. It has also established
Centers of Excellence and Centers of Development
which are expected to reinforce good performance
and develop those with potential for excellence in
their areas of specialization. But one still needs to
see these centers achieve what they have been
designated for. Corollarily, many of these designated
centers still have to prove leadership in the various
aspects of teacher education.
various fields.
Pre-service students should be equipped with
both operational skills such as communication
and literacy, quantitative and scientific literacy,
reasoning, and interpersonal effectiveness;
and value-focused skills such as responsible
participation in the global environment and
ethics in making value judgments and deci­
sion making.
d. Developing policy guidelines to institutional­
ize regular assessment of students to allow
them to advance to higher program require­
ments, e.g.:
• Passing an English Proficiency Testfor Teach­
ers prior to student teaching
• Passing a content mastery test in one's field
of specialization prior to getting profes­
sional education courses
• Passing a content mastery test based on the
basic education curriculum prior to student
teaching
B. Re-orientation of the TEI Faculty
1. Immediate Response
a. Re-orienting faculty members' views and be­
liefs on teaching and learning to redefine their
roles as teachers
b. Retooling of the faculty with various teach­
ing and assessment strategies that are based
on sound and current educational theories and
principles. This should include developing the
Please turn to next page &
THE PHILIPPINE JOURNAL OF EDUCATION
 ability to choose the appropriate methodology
. vis-a-yisa given instructional objective or
teaching-learning episode.
c. Modeling by the faculty of new learriing strat­
egies in teaching theircourses.Students learn
best when their professors provide the model
for effective learning.
d. Monitoring of instructional methodologies
used by the faculty in their courses. ,
e. Providing avenues for professional sharing of,
the best practices in1 teaching.
2. Long-term response
a. Creating a Centerfor TeachingExcellence in TEIs
that will be responsible for faculty develop­
ment. Its functions will mdude planning and
conducting needs-based staff development
programs, monitoring instructional method­
ologies used, .and performance evaluation of
the facility.
b. Providmg for toe cphtmumg education of toe
faculty, to further hone their Scholarship in
their respective areas orfields. ,
ci Providing exposure to the faculty in bench-;
marking with other TEIs in the region that
have good TEprograins.
C. Research And bevelopment Programs
a. Developing and trying out teaching models
and' appioadhes thedelivery df BEC:
• cPhtent4baSedl^guaggleaoim
• integrationmodels for MakabayaTisubjects
'.•> thematic appr®a<to ■ •
ib. Conducting in-service training programs to
Upgradetoe teachers' Competencies in meefe
ingthe requirementsofBEC
c^ ©tevglp^irig eisnMve delivery modes fof
proyiifeg, m^service itraming programs to
teachersdh bECplatedmethodologies, e;g.,
dist^We iieantog ’th^ugfhohlme bourses, - '! tea^Smajor strategy 'can be effected without necessar­
. d. DevelopingtextbooksandotherinstruGtiDnal
materials using the new teaching approaches , smcefhisteameworf&oiif at^odappl^'towhateyer cur=
required by BEC • rigulum is.adopfed in IheiiglednLent^y arid1 secondary
e. Assisting tog
followingmonitoring activities, , i ,
• jpnnimenting, best practices in
mentation of BEC _ , .If 1,1 ■
' * MteWtivetone'Action to
learningareas tS ; .;■/ "h. ■11 programs. We shouldtakeapro-active roleratherthan
■ , i'. ? values integration models
. r integrationofMakabayan subjects
7 assessment stratggie? in Ine v^pipus
learning areas z implementers of policies. By doing these, we contrib­
• DociimeritingtoeproblemsenGouriteredm
the iinplm®tteti0n df BSC
DECEMBER2003A'"'- y '
• Identifying factors contributing to success­
ful implementation of BEC in schools
through case studies
f. Conducting evaluation studies on effective^
ness of BEC on. student learning in terms Of
knowledge, skills and dispositions
g. Monitoring and followingmp TEI graduates
On their ability to’ perform aS teachers in the
implementation of BEC
h. Settingup databases to document educational
progress of students exposed to BEC across
years and of pre-service students under the
refocused TEcurriculum
' i. Establishing icollabpratibn ainprig TEIs to
establish,a national' program standard for
teachef education1, which' Should'become the*
basic icritetia1 for program accreditation
j. Establishing collaboration Between ® and
tiie Department to translate the BEC learning
cOmpetencies'to performance standards tor
the different learning areas for all levels.
Conclusion
The products of basic education schoolsserveas a
solid gauge for TEIs to assess whether its programs
and strategies appropriately meet toe human resource
requirements pf the Department. This interdepen­
dence, therefore, calls for a close articulation between
theBepafttegnt andthe® tp a^deVe a,f©mmongoali
tof qualify teaching and tearfutig in basic 'education
schools. '
The proposedimmediateandlong-term responses
havebW^ehosenfortheirfeasibilityand viability. They
dbinpt to Be ejdiaustiv^e; hence, state W®5 can
explore pfiiei measures to improve toe gompetehoieS
of prospective and in-service teachers, and enhance the
capabihtiesi iof school managers to cope with new
^Educational! programs titeth^ghten.the/cWiplExity of
itheir "roles. Moreover, the defined responses under
ily overhauling the Teacher Education cuMculum,
schools.
? ' _
■ ■'
• •. (' l f ££ ...
Additionallyitis highlyrecommeridedthat TEIs
m state colleges and universities should pave the way
for Other TE1® to undertake similar initiatives tor
responses fpr toe reinvigoration Of toe (existing, W
a reactive one. tobuld ma^e toe mflueitee rlther
than be tofluenced Shoutd formulate recommen­
dations for policy decisions rathei than be just
ute to1 toe leadership role of toe academe andi ntem-
taintoehighiegardfor state-operated TEIs.
WHAT CHRISTMAS... from page 296
things that other people have to bear
in their hearts; to try to understand
what those who live in the same
house with you really want, with­
out waiting for them to tell you; to
believe that love is the strongest
thing in the world - stronger than
hate, stronger then evil, stronger
than death - and that the blessed life
which began in Bethlehem some two
thousand years ago is the image and
brightness of the Eternal Love? Then
you can keep Christmas."
There are things and concerns,
however, that make it hard for us to
enjoy the season of goodwill. But
the observance of Christmas must
always be in our hearts and souls;
for even Scrooge, who didn't like
Christmas festivities, was enlight­
ened by Charles Dicken's infectious
holiday mood...
"Again the ghost sped on, above
the black and heaving sea - on, on -
until, being far away, as he told
Scrooge, from any shore, they
lighted on a ship. They stood beside
the helmsman at the wheel, the look­
out in the bow, the officers who had
the watch; dark, ghostly figures in
their several stations; every man
among them hummed a Christmas
tune, or had a Christmas thought, or
spoke below his breath to some com­
panion of some bygone Christmas
day, with homeward hopes belong­
ing to it. And every man on board,
waking or sleeping, good or bad,
had a kinder word for one another
on that day than on any day in the
year, and had shared to some extent
in its festivi ties, and had remem­
bered those he cared for at a dis­
tance, and had known that they de­
lighted to remember him."
Yes, Christmas is truly an inspi­
rational meditation, a time for all
mankind to be happy and joyful -
"For this day is born to you a
Savior, who is Christ the Lord, in the
city of David." (St. Luke 2:11).
And rightly so, it is in the
observance of Christmas Day that
we find our greatest and most glori­
ous happiness and enjoyment.
Merry Christinas and a Happy
Neio Year to All!

MILLENNIUM NOTES... from page 299 INNOVATIONS... from page 300

of the Philippines as well as exported to other places
outside the country.
How the Southern Partners and Fair Trade Corpo­
ration, manufacturer of these products, was able to make
their product line more globally competitive is a story
of viable partnerships between the government and the
private sector.
In April 1996 the corporation sought the assistance
of the DOST through a project proposal to raise the stan­
dards of the manufacturing processes aimed to meet
international quality and excellence. Spread over four
years, the DOST's major thrusts in the Southern Part­
ners' project are anchored on four main components,
namely: (1) training the manpower in the latest tech­
niques for fruit processing; (2) product development in­
volving product quality and nutrition labeling, and
product packaging; (3) technology business incubation;
and (4) technical advisory services.
Other government agencies involved in the project
are DOST Region 7 office, TAPI, and the Food Technol­
ogy Transfer Center of the Cebu State College of
Science and Technology. The DOST funded the project
with P200,000 and TAPI gave P50,000 for a total project
cost of P250,000.
In January 2002, Bucarez Food Processing Corpo­
ration began operations using the improved plant
layout, improved packaging and manufacturing pro­
cesses they have learned from DOST. The fruit process­
ing plant is located in Naga, Cebu and its retail outlet is
in Mango Square Mall, Gen. Maxilom Ave., Cebu City.
The book, sold without a jacket, attracted me because of its
illustrations, done in very dramatic black and white. What
else did I discover?
I discovered that the book was about the London Plague
of 1665. The plague was blamed on "A parcel of silks shipped
out of the Orient, and imported into England from Holland."
Sounds familiar, does it not?
In this book, which is the story of three friends who
fled the city of London during the London Plague, I saw a
sketch of a funeral procession led by a man who looked like
a bird. He wore a hat and his face was all covered and he
had what looked like a beak over his nose and mouth. This
birdman was a doctor and his beak was filled with herbs
meant to drive the disease away. Doesn't this remind you of
the face masks that went out of stock because so many people
wanted to wear them during the height of the epidemic?
And the best find of all was in the glossary which
pointed out that the pretty little nursery rhyme, "Ring, a
ring a rose" was about the London Plague. And "they all
tumble down" means people died like flies.
When I mentioned this to the parents, one of them
volunteered some other information. She said the rhyme was
about the smallpox epidemic. She said ring around the roses
meant the open sores that looked like roses.
True or not, such a little detail could open the door to
many hours of happy, scholarly work in the library.
So, my SARS odyssey finally ends here. For now. Who
knows what new challenges are waiting for us? What's
important is that we can meet them with enthusiasm, with
•eyes wide open to roads not taken.

328 THE PHILIPPINE JOURNAL OF EDUCATION

 WHAT IS EMOTIONAL... from page297
more aware of his gut feelings.
2. Mood ManagementiBad as well as good
moods spice life and build character. That is
why effort and sheer determination must be
had in order to sustain hoirioestasis of
moods.
Of all the moods that people want to escape,
rage seems the hardest to ddall With. Atiouti
burst of rage pumps up the brain's arousal
system, leaving one' more hot less.
• Dianne lice, a famous psychologist; suggests
that one Way to put anger tp rest is
"refraining". Reframingmeans qOnsdpusly
reinterpreting a' situation in a more positive
light. Going off alone to Cool down is also an
effective way to* defuse anger. Taking a long
walk can be advantageous. RMtembeititat
- "whatever you dp;, don't waste the' time'
pursuing your tiairi of angry thoughts, Your
airh shouldbe tpdistract yourself".
The techniquesiof refraining andi distraction
1 can alleviate depression and anxiety as Well
as anger. Add! to them such relaxation tech­
niques as. deep breathing and meditation-
one can have an, arsenal of weapons against
hgdtmOtids,
\3, i6plfniM0ti¥dtiQhfi It is the ability to pursue
goals with energy and persistence. It isttie
manifestation'ofpassionto work for reasons
that: go/b,eyprid money Or status, the hall­
marks include a strong, drive’ to' abhieye;
optimism (even. when faced wim failure), and
organizational commitment.
Positive motivation mustbe mstilibd WitiM
us- Itisthe mawhaling of fe^ings^h^tffw
, siasm, zeal andeprffid^hge.-.ail'pf which are-
paramount for achievement Motivating
idhfesplf requires dfear ^gpal^Md qpttihistp
"can-do" attitude. Developmentpf Will
(powerandsheerdeterminationto'overcpme
a&odds and difficulti^ Ganibeadyahtageous ’
’ ;jn the ultimate.
'lifip.Uls^^dnt^irWfe'i^ssMcpofieDSpti'otiW .
self regulationisthe. ability tpdelay impulse
irithe service of
।ability to re-direct disruptive impulses. and'
moods andthPab^^
The hallmarks, include trustiwOfthihgss,
‘' integrity Md'fopMness toichange.
. '. ’the1 idea that the
abity to Resist imflM M dev4b^ed
fibughpraeticp. one is faced withan
immediate 'temp$a^iph> shbuilfd
remmdedalways qfthe long-tetmgoals set.
0E©EMBE^2OO3
Steadfastness and resoluteness lend support
to the development of this attribute. Self
control can be beneficiaL
5. Empathy. This is the ability to understand
the emotional make-up of other peQple. It
also deals with the demonstration of skill in
treating people according to their emotional
reactions. The hallmarks are expertise in
building and retaining talent, cross-cultural
sensitivity, and service to clients Md custom^
ers.
The capacity to'’know how another feels is
important in the job, in romance and friend­
ship, Md m top family Moods are tiMsmlt-
ted and caught from eaMothet on a subtle,
almost imperceptible level. When someone
gays "thank ypti", fffir instance, it CM leave
US feeling dismissed, patronized Or gehu-
indyappreciated.
To deVidQpffffe, attitude; Onehas to demore
strate gpbdMd,gMmtie mtetpereonal1 sldhs.
One must diow cbneMifor others. He must
know hqw to feel with them. Let us be
reminded1 that We must put ourselves "in the
ahQespfptiiers".
& $0clal 'Skills'. This, rffers to the profidMcy
in MMa^gmg Wlationships arid butiding
networks and the ability to find Common
ig^mdMdbutidrapp^*Wehdiirta^sare
effectivenessinleadingchange, persuasive­
ness, arid expertise in building and leading
Wvdppirigsocialskillsrequii^sa great deal
<f leadersh^t This kind b^eadfeEdup is
setting oneselfas a model or paragon. Such
. is "leadershipby exampfe". ^^OaWpiojducs
tivity taduevedi ihrough thi|T.typie of
di^ensatidh- ^bst^utimgrneasm^ We dsp
made bMderii’ 'Sensitivity bf tp
SUbprdinaf^z needs must Jie mMifested so
as tp realize oiyani^tiGti^desired goals,
®^n<teiy>, ntatotammgMlotiM^ lajgtiijh
riurri is’ hot difficult after ^|L The fpre&ted
i suggestioriscanbe^great’^lpMj develop­
ing emotional intelligence. They can work
wonders towards the1 realization @f desired
goals/targets. Why can't We manage to
ichieva a rMl^kable level of Mtotibnel
‘ mi®gMce?
'Gpieman> Daniel. Emotional Intelligence. Baritarii
Itaks. New York USA,. 1995;
Readers Digest. May, 1996.
TimeMagazine. October 2,1995 Volume146. N^j, 14.
329
 CIVICS/CULTURE... buhat sa pahina 302
tag-ulan, maaring ibaba ang mga bintanang capiz
upang maprotektahan ang mga tao sa loob, subalit
makadadaloy pa rin ang hangin.
Batay sa disenyong ito, unti-unting umusbong
ang iba't-ibang mga "Gabaldon schoolhouse" sa mga
pangunahing bayan sa mga lalawigan ng Pilipinas.
Siyempre, kadalasa'y ang cabecera o kapitolyo ng
lalawigan ang unang tinatayuan ng nasabing
"schoolhouse," at kapag may sapat pang pondo ang
mga lokal na pamahalaan, tsaka na lamang itinatayo
ang mga paaralan sa mga kalapit-bayan. Dahil nga
sa tibay ng gusali at ganda ng disenyo, minsa'y kapag
panahon ng sakuna, tulad ng malaking bagyo o baha,
ginagamit ang mga "schoolhouse" bilang panan-
daliang matutuluyan ng mga mamamayan sa bayan
na napepeligro ng nasabing sakuna. Sa kasalukuyang
panahon, nagiging "evacuation center" ang mga
nasabing paaralan.
Gayunpaman, naging pangunahing palatandaan
ng sistema ng pampublikong edukasyon noong
kapanahunang Amerikano itong itinayong mga
"Gabaldon schoolhouse." Makikita pa ang mga
orihinal na gusaling ito sa ibang mga lalawigan ng
Pilipinas, bagamat kadasala'y, nahahaluan na ng
mga makabagong gusali ang mga naunang gusaling
may kalumaan. Subalit hindi maitatatwa na malaki
ang naitulong ng mga nasabing gusali upang
magkahugis ang mga kasalukuyang paaralang
pampubliko. At kung hindi pinagsikapan ng
pamahalaan, lalo na ng Asamblea Filipina ng 1907
na maglaan ng pondo para dito, mananatili pa sanang
mga "iskwater" ang ating mga paaralan sa kung
saan-saang gusaling hiram-hiram lamang.
iV. MUNGKAHING GAWAIN
(PAGBABALIK-ARAL)
Upang higit na maunawaan ng mga mag-aaral
ang naging silbi at layunin ng mga "Gabaldon school­
What Is Christmas?
The glitter of tinsel circling Christmas trees
The jingle of coins responding to discordant tunes
The exchange of gifts in raffle draws
The pitting of decor in stop - go flicker
The appetite for ricecakes, chocolate and pastries z
The outburst of the Yuletide air
The generosity of Ninong and Ninang ’•
The look-see around shop displays / If this be Christmas for humankind
Could Christmas be beyond the glare and glee
Transcending merrymaking and revelry?
The mem’ry of a new-born babe in a manger
330
house," anyayahan silang dalawin ang mga lumang
gusaling pampaaralan sa inyong lugar o bayan.
Alamin kung isa nga itong "Gabaldon schoolhouse"
at kung kailan ito itinayo.
Tulungan ang mga mag-aaral na PAGHAM-
BINGIN ang mga "Gabaldon schoolhouse" sa mga
kasalukuyan nilang mga silid-aralan. Punahin ang
mga kakaibang mga katangian ng nasabing mga
"schoolhouse."
1. nakaangat sa lupa
2. may silungan at may maikling hagdan
3. malalaki ang mga bintana
4. gawa sa kabibe ng capiz ang mga bintana
5. iisang palapag lamang
Tanungin ang mga mag-aaral: Ano kaya ang
iniiisip ng mga arkitekto na nagdisenyo ng nasabing
mga schoolhouse? Bakit itong mga katangian ang
kanilang piniling tugunan?
Sa kasalukuyang panahon, bakit hindi na
magkapareho ang mga disenyo ng mga naunang
"schoolhouse" sa nakikita natin ngayon? Bakit
umaabot na ng dalawa o tatlong palapag ang mga
kasalukuyang gusali? Bakit ganoong klaseng mga
bintana na ang ginagamit? Anu-ano pa ang ibang
gamit ng mga "schoolhouse" sa kasalukuan?
Sa araling ito, paalalahanan ang mga mag-aaral
na ang gusali ay tumutugon sa pangkasalukuyang
pangangailangan-at minsan, sa paglipas ng panahon,
hindi na ito kayang tugunan ang lahat ng mga
pangangailangan ng mga bagong salinlahi na nais
gumamit nito.
V. PAGLAGOM
Nakita natin kung paanong naitayo ang mga
"Gabaldon schoolhouse" batay sa Gabaldon Act ng
1907. Sa pamamagitan ng mga gusaling ito,
nagkahugis ang mga pampublikong mababang
paaralan sa iba't-ibang mga bayan sa mga lalawigan
sa Pilipinas.
■ Xu. / The glow within, beaming peace on earth
■a V The goodwill in people reaching out to all
The love dousing hate and misery
The concern easing the burden of others
The redemption of our human flaws
The cushion of the Savior suppressing heavy blows
The guiding Voice whispering: Let go... and let me in...
■
Let it pervade everyday of the year.
ALICES. GO
FCIC, Baybay, Leyte
THE PHILIPPINE JOURNAL OF EDUCATION
 ENGLISH IN THE NEW BEC... from page 304 Answer Key
Listening Activity I Activity 1. (1) hair - fair
Forgive Me When I Whine (2) aisle - smile
(3) whine - mine
Today upon a bus I saw Activity 2. (1) charm - harm
A lonely girl with golden hair. (2) kind - blind
Activity 3. (1) blue - do
I envied her. She seemed so gay
(2) dear - hear
And wished I were as fair.
(3) go - glow - know
Note: Teacher helps pupils in correcting wrong spell­
When suddenly she rose to leave
ing of words and in pronouncing rhyming words correctly.
I saw her hobble down the aisle
She had one leg and wore a crutch, C. Development of Speaking (Language and
But as she passed - she smiled. Grammar Skills)
Say: Yesterday we talked about verbs or action
0 God, forgive me when I whine, words that tell what happened in the past. Today we
I have two legs. The world is mine. shall play a Hunting Game. Let us form three groups.
Open your textbooks to the Table of Contents. On
Listening Activity 2 what page can you find the poem you listened to?
I stopped to buy some fruit. Turn to that page and do the following:
The lad who sold them had such charm. Activity 1. Group 1 will read orally the lines be­
ginning with Today upon a bus up to The -world is mine.
I talked to him. He seemed so glad.
Group 2 will read together I stopped to buy some
If I were late, it would do no harm.
fruit up to The world is mine.
Group 3 will also read orally the stanzas begin­
But as I left, he said to me, ning with Later, while walking down the street until the
"Thank you. You've been so kind, end of the poem.
It's nice to talk with folks like you. Activity 2. Then all the members of each group
You see, I am blind." should choose a leader and work together. Look for
verbs in the past tense ending in - ed. Pronounce each
0 God, forgive me when I whine. word and write them under the three headings:
I have two eyes. The world is mine.
•ed pronounced as/ed/in planted •ed pronounced as/d/ •ed pronounced as/t/
Listening Activity 3
Examples: planted played walked
Later, while walking down the street,
I saw a child with eyes so blue.
At the end of five minutes, call on the leaders to
He stood and watched the others play, go to the blackboard and put together their answers
He did not know quite what to do. on the chart.
These are the expected answers.
I stopped a moment, then I said,
"Why don't you join the others, dear? Final-ed pronounced as/ed/ as/d/ as/t/
He looked ahead without a word
And then I knew he couldn't hear. planted played walked
envied seemed wished
0 God, forgive me when I whine. smiled passed
I have two ears. The world is mine... (,
said stopped
talked
looked
With feet to take me where I'd go,
watched
With eyes to see the sunset's glow,
With ears to hear what I would know. Note: Have the pupils add some more words to the
list, e.g. wanted, studied, scolded, painted/colored, covered,
0 God, forgive me, when I whinfc, etc.)
I'm so lucky, the word is mine. Please turn to next page rar

DECEMBER 2003 331

 ENGLISH IN THE NEW BEC... from page 331
Guide the class in stating the generalization:
Most verbs in the past tense end in-ed. Final
ed is pronounced in three ways: as/ed/in planted,
as/d/in played, and as/t/in jumped.
Activity 3. Have the pupils choose their partners
and take turns in asking and answering questions
using the verbs in the list such as:
Pupil A: What did you do last Saturday?
Pupil B: I played with my brothers and sisters.
Pupil C: What did you do last night?
Pupil D: I studied our homework.
or I painted some pictures.
I watched cartoons on TV.
For enrichment activities have them tell 3-5 sen­
tence stories about what they did during vacation
on the farm, at the zoo, on the beach, at the park, or
any interesting place that they visited. You may ask
them to share their experience in a birthday party or
in group games that they played.
D. Development of Reading Skills
Activity 1. Vocabulary Development (Using
picture and action clues together with flash cards)
Say: You listened and read the poem orally. Did
you understand the meaning of the following words
and phrases? The pictures in the book will help you.
Example: Look at the girl with only one leg. What
does she use in walking? How does the girl walk?
1. wore a crutch - used a wooden cane as sup­
port in standing or walking
2. hobble down the isle - move along with dif­
ficulty
3. suddenly - all at once, brought about in a
short time
4. whine - cry, complain as if something is pain­
ful
5. envied her - felt jealous of what another per­
son has
6. had such charm - beautiful, attractive
7. lovely - pretty, beautiful, fair
8. sunset's glow - shining with reddish color
Activity 2. Praising synonyms - join the stems of
words having the same meanings.
332
Activity 3. Comprehension Check-up
Answer the following questions: •
1. How many characters are mentioned in the
poem? Who are they? Describe these characters.
2. Where did the girl see a lovely girl with
golden hair?
3. Why did she envy this girl?
4. Why did this lovely girl hobble down the
aisle?
5. Why did the girl ask for God's forgiveness?
6. What was the problem of the boy who sold
fruits?
7. If you were in his place, would you be as
glad and charming? Why or why not?
8. What was the problem of the child with blue
eyes?
9. Why did the girl say she was very lucky?
10. Do you sometimes think that other children
are luckier than you are? Instead of whining,
what should you do?
Activity 4. Choral Reading
Direct the whole class to read the poem with
proper phrasing and expression. Show them how to
pause briefly after a comma and a longer pause after
a period e.g.
Today upon a bus/I saw/
A lovely girl/with golden hair. / /
I envied her.//She seemed so gay/
And wished/ I were as fair.//
O God,/forgive me,/when I whine,/
I'm so lucky,/the world is mine.//
Note: after reading several stanzas, demonstrate how
to read with expression direct quotations such as. "Thank
you. You've been so kind. It's nice to talk with folks like
you. You see, I'm blind.'' You may assign the class to
memorize some lines or stanzas.
D. Development of Writing Skills
Activity 1. Writing from Dictation
Listen and write on your pad paper the message
of this poem:
With feet to take me where I'd go.
With eyes to see the sunset's glow.
With ears to hear what I would know.
O God, forgive me, when I whine,
I'm so lucky, the world is mine.
Activity 2. Controlled Composition/Journal
Writing
Have the class work by pairs or triads in writing
a summary of what they learned.
Example:
Today I learned more about or words
that have the same sounds at the end. I also learned
more about the tense of verbs ending in -ed.
They are pronounced in ways. Final ed is
sounded as/ed/in words like planted,, and
THE PHILIPPINE JOURNAL OF EDUCATION
 . In words like played,, and
final ed is sounded as/d/. The third sound of - ed
is/1/ as in walked,, and. I can also use
these words in sentences.
In Reading I learned the meanings of 10 new
words. My classmates and I read a poem together.
We were able to answer questions and write about
the children in the poem, I the poem very
much. It tells us to thank for all our blessings.
Final Note: This lesson which may be taken in one
week shows how to integrate activities to develop skills in
listening, speaking, reading, writing, and desirable moral
values. It shows how cooperative learning, collaborative
learning, and interactive approaches may be used in the
primary grades. Here, every pupil participates actively in
various exercises and activities to ensure mastery
learning. Games and other energizers help secure and
ANDRES BONIFACIO... mula sa pahina 321
SEQUENCE 33
LABAS. LABAS NG MAESTRANZA. ARAW.
Maglalabasan ang mga manggagawa, bawat isa'y
kinakapkapan ng dalawang guwardiya sibil.
Hiding lalabas sina Tito Miguel at Roman Ramos,
mga manggagawa. Aug matabang si Roman ay may
pasang isang latang may lamang basura. Hihinto ang
dalawa sa tapat ng dalawang gurdiya, kusang magpa-
pakapkap. Magtatakip ang guwardiya ng Hong
mababahuan.
GUWARDIYA 1: Ano na naman ang itatapon mo
hombre?
ROMAN: Bulok na pagkain, amo. Para sa aking
alagang baboy.
GUWARDIYA 2: Baka mamatay ang baboy niyan.
TITO: Hindi, senyor. Mas mataba pa sa kanya ang
kanyang baboy.
Matapos kapkapan ang dalawa.
GUWARDIYA 1: Siye, labas na. (Lalakad ang dalawa)
Hoy! Bukas, ibalik mo ang lalagyan.
ROMAN: Opo, amo!
SEQUENCE 33-A:
LOOB. RESTAURANT. ARAW.
Nakabungisngis ang singkit na katulong na Intsik,
na bubuksan ang pintuan. Papasok sina Tito at Ramon,
mabilis na ipapasok ang dalang basurahan. Sa isang sulok,
ibubunton ang laman ng dala, pupulutin ang isang
bungkos.
Makikita ang mga bahagi ng kinalas na baril, na
mabilis na lilikumin ni Roman. Aali-aligid ang katulong
na Intsik, patuloy na nakabungisngis.
DECEMBER 2003
, maintain interest and attention. There are enrichment
activities for the bright and simple guided activities for
the less able pupils. Thus, learning becomes enjoyable and
successful.
References:
DEPED. Handbook in English, 2002
Basic Education Curriculum, Elementary Level, 54
pages
Bala, Edilberta, Salazar, Evelyn, Niida Sunga, and
Araceli M. Villamin. Innovative Strategies in
Teaching Communication Arts. Quezon City.
Phoenix Publishing House, Inc. 2000, 265 pages
Villamin, Araceli. Innovative Strategies in Teaching
Reading. (Revised Edition). Quezon City: SIBS
Publishing House, Inc. 320 pages
INTSIK: Glasya?
ROMAN: Oo, grasya. Ang amo mo?
INTSIK: (Isesenyas ang kamay sa loob) Malami sibiles.
TITO: Tawagin mo ang amo mo.
Mabubuksan ang pintuan, makikita ang mga
kumakain sa loob, ang ilan ay mga guwardiya sibil, nag-
iinuman. Sa isang upuang sa di kalayuan, nakaupo sina
Andres at Emilio. Lalapit ang katulong sa mesa ni Luis
Yangco. May ibubulong sa dinatnan. Sesenyas si Yangco
sa pamamagitan ng pagtango. Tatayo si Andres, kasunod
si Emilio.
ANDRES: Ang bayad.
Dali-daling tatanggapin ni Yangco ang salapi na ang
iba'y sidiol sa kanya.
JACINTO: Saan ang ihian?
INTSIK: Sa likod, senyol. Masta ihi, sa likod, kahit
saan sa likod, masta ihi.
Tatayo ang isang Guwardiya Sibil na umiinom,
pagiwang-giwang na lalapit sa kinatatayuan nina Andres.
Magkakatinginan nang makahulugan sina Emilio at
Andres.
G. SIBIL: Saan ang ihian?
INTSIK: Sa halap, senyol. (Ituturo ang ihian)
G. SIBIL: Bakit sila'y sa likod?
INTSIK: Siyemple, senyol, an Indio, ihi sila likod. And
Espanyol, Siyemple, ihi sila, halap.
Masisiyahan, babalik ang Guwardiya Sibil.
Papasok sina Andres at Emilio sa likod. Sa loob,
naghihintay and dalawang kasamahan.
ANDRES: Tayo na!
INTSIK: Mukas, dala ulit ikaw nan glasya.
(Sundan sa susunod na isyu)
333
 MATH IN THE NEW BEC... from page 305 E - write the Equation
What is asked? S - Solve for the answer
Number of fish not sold V - Verify your answer
What is hidden? A - Answer the problem
Total number of fish in 2 baskets 4. Fixing Skills
What to do? Underline the given and write the hidden
Add the number of fish in baskets A and B. question.
24 - fish in basket A 1. Lorna had 225 kilos of lanzones. She sold 98
+ 35 - fish in basket B kilos on the first day and 87 kilos on the
59 - fish in baskets A and B second day. How many kilos of lanzones
Subtract the number of fish from the number of were left?
fish in baskets A and B. 2. Mrs. Samaniego had a 500 peso bill. She
59 - fish in baskets A and B bought a kilo of pork for Php 110 and kilo of
-41 - fish in baskets A and B sold beef for Php 165. How much money did she
18 - fish not sold have left?
Answer: Eighteen fish were not sold. C. Application
Let's solve the next problem. Group Activity
There are 84 coconuts bought from the coconut Have pupils write two-step problems using
dealer. Of these 26 are young coconuts, 14 are brown these data.
coconuts to be used for making bucayo, the rest are 1. Pencil - Php 8.00 2. Books in Box 3
for grating. How many coconuts are for grating? Ballpen - Php 15.00 Books - 42
Let's analyze the problem. Money - Php 50.00 Box 1-15 books
Given: 26 young coconuts Box 2-17 books
14 brown coconuts IV. Evaluation
What is asked: How many coconuts are for A. Solve these problems.
grating? 1. Joy received Php 55 from her father and Php
Can you use the given to solve the problem? No. 70 from her mother. If she spent Php 95, how
Why? There is a hidden question. What is the much was left to her?
hidden question? 2. There were two boxes of oranges at the fruit
What is the total number of young and brown stand. One of the boxes contained 124
coconuts? oranges, the other had 88 oranges. 150 were
What to do: sold. How many oranges were left.
Add the number of brown and young coconuts. B. Let the pupils answer the questions.
26 Questions Yes No Sometimes
+ 14
40 brown and young coconuts 1. Did you get the given of the problem?
h
Subtract the brown and young coconuts from the 2. Did you get what is asked?
number of coconuts bought. 3. Did you get the hidden question?
84 - coconuts bought 4. Did you solve the problems correctly?
40 - brown and young coconuts 5. Did you make a mistake?
44 - coconuts for grating Score the pupils answer:
Verify your answer. You may use your calcula­ Yes - 3, Sometimes - 2, No -1
tor for this. Praise the pupils who got 13 to 15. Give encour­
Answer: 44 coconuts for grating agement to those who got lower scores.
2. Analysis
How did we solve the two problems? V. Assignment
Compare their solutions. Write the hidden question then solve these
Are they the same? In what way? problems.
How are they different? 1. Mrs. Torres wanted to put 375 books in 3
3. Generalization shelves. She placed 167 books on the first shelf, 54
When solving a two-step problem; follow books on the second shelf and the rest on the third
these steps: shelf. How many did she put on the third shelf?
G - get the Given 2. After buying a ballpen which cost Php 36 and
A - get what is Asked a book which costs Php 145, Arnold had Php 273 left.
H - get the Hidden question and answer it How much did he have at first?

334 THE PHILIPPINE JOURNAL OF EDUCATION

 FSWMTME FD ELIS’...

Christmas Time Ajain

Music and Luries by ISIDRA S. RELAMPAGO

so Christmas time has come a-gain/.Re-jo icere-joice for His

coming-. o angels
9
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L!
King. Shepherds i>X the i
f \ s
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______________________

ingi-Jbhie -light that guides them, to

K - w.ww ___
Je—sue1
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c.

■p ____________________
i* 'iwin [M
man-ger le-

Hand it with joy and

rr^
glad-ness, * than'ks from sweet j 1 ins So
P ? I M i I \-A ' \

j
OIT. to church for nid-night aesa Thank God the greatest gift He
\ ' W x
2.
&

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gave us9 prac—tice we arake a-new sing with
rn-----

choirs Glo-ri-F *n bx----- cel—sis D-e-o. sig D-e-o.

DECEMBER 2003 335

 E 8AL0GUE
AVELINAJ. GIL

ACCURACY AND QUALITY IN TEXTBOOKS, Part 2

4. Sexism. Discrimination or prejudice based on a not their husband’s, and adopt the compound
person’s sex, especially against women, is no longer family name with a hyphen.
politically correct. Mrs. Violeta Corsino Mrs. Violeta Roxas-Corsino

a. Pronouns. The common gender is no longer 5. Stereotyping

indicated by he, his him. Use he/she, his/her,
him/her sparingly; change the she/he, her/ a. Half the time, women may be portrayed as
his in the same paragraph too. doing “woman’s work,” and half the time, they
A good teacher can do what he/she tells her/ should be shown as scientists, engineers,
his pupils to do. corporate presidents, etc.
To avoid using he/she, her/his often, these
changes are suggested: b. Half the time, men may be portrayed as
(1) Change from singular to plural. strong, macho, unemotional, competitive;
Good teachers can do what they ask half the time, they should be shown as a
their pupils to do. homehusband and father, doing housework,
(2) Change to the second person, you. being tender, compassionate, and under­
As a good teacher, you can do what you standing.
ask your pupils to do.
(3) Change to the passive voice. 6. Religious bias and racism
What is asked of a pupil to do can be
done by a good teacher. a. Avoid remarks that attack or ridicule religions,
religious and minority groups, and nationali­
b. Nouns. Revise or replace words that include ties; do not present pictures that offend such
man and father. groups.
Noun Replacement
mankind humankind, humans b. Focus attention on the similarities of the
chairman, salesman chairperson, chair; salesclerk basic tenets of the world religions.
sportsmanship qualities of fair play
forefathers forebears, ancestors c. Do not use the term “Muslim f ilipinos”; say
fatherland native land, native country “Filipinos who are Muslims.”

c. Substitute ‘‘Dear Sir” with a nonsexist term.

Dear Madam or Sir: Dear Executive/s:
Avelina Gil is a textbook writer mid editor at SIBS
d. Married women should use their first names, Publishing.

336 THE PHILIPPINE JOURNAL OF EDUCATION

 REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
DepEd Complex, Meralco Avenue, Pasig City, Philippines

DepED MEMORANDUM
No. 336 s. 2003

ADDENDUM AND CORRIGENDUM TO DEPED MEMORANDUM NO. 267, $♦ 2003

(The 2003 MTAP-DepED Saturday Mathematics Program)

To: Regional Directors

Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools

1. In connection with the conduct of the 2003 MTAP-DepED Saturday Mathematics Program, the
following announcement for the parents and teachers should be included in Enclosure No. 1 of DepED
Memorandum No. 267, s. 2003 after the Parent's Permission Form:

ANNOUNCEMENT
The 2003 MTAP-DepED Saturday Mathematics Program for Regular Students (Mathematically
Talented Students) will be conducted on six (6)/(7) Saturdays from to. The sessions
will be for the 25th to the 85th (top 15) percentile of the students at each grade/year level
from Grade 1 to 4th year. (A Center may opt to take in only from Grade 2 to 3 for the regular
Center Program). The classes will be from 8:00 to 12:00 noon. Students are required to attend
in uniform and with their school ID. In case uniform is not available, students may attend in
their RE. uniform.
There will be a fee of Two Hundred Pesos (PhP200.00) for six (6) sessions and Two Hundred
Fifty Pesos (PhP250.00) for seven (7) sessions which must be paid at (Put name and address of
the Center) on or before. Strict adherence to the deadline is necessary to prevent any
disorder and waste of time in organizing classes on (1st day of program). Drop-in students
disrupt classes and often make classes too big.

2. The program aims to provide students the opportunity to: (a) do mathematics with some explorations
without the threat of tests; (b) review the materials covered last year to enable them to do well in
Mathematics this school year; (c) prepare them for the entrance examinations for first year and college
levels respectively; and (d) prepare them for the Metrobank-MTAP-DepED Math Challenge
Competition.
3. Items Nos. 13 and 14 under the Guidelines for Center Coordinators Enclosure No. 3, of said
Memorandum shall be corrected as follows:
For the financial report, please include (a) number of students who registered; (b) amount collected;
(c) total amount paid to trainers, janitor and guard; and (d) other expenses including amount spent
for the sessions materials and scratch paper. Remit 5% of the net proceeds to the MTAP by money
order or crossed check together with the financial report.
4. Immediate and wide dissemination of this Memorandum is desired.

EDILBERTO C. DE JESUS
Secretary
Reference:
DepED Memorandum: No. 267, s. 2003
Allotment: 1-(D.O. 50-97)
To be indicated in the Perpetual Index under the following subjects:
CHANGE, CONTESTS, Learning Area, MATHEMATICS,
programs, STUDENTS

“Bowat Graduate, Bayani at Maranyaf’

 By Julie Salamon
Illustrated by Jill Weber
Random House: New York, 1996, 118p.

he year is just beginning. It is spring and

T already Gardener Jesse King is cruising
around the Northeastern regions of the United
States. He goes around in a car or a helicopter,
looking for THE TREE, THE PERFECT
CHRISTMAS TREE — for the Rockefeller Center.
Spruce, if possible. (“Norway spruces make
the loveliest Christmas trees.”) Several stories
high, as required, and branches, “wonderfully
thick and proud.”
A TREE that “had the weight of majesty,
the delicacy of grace.”
■ ■ III WV .'r W.' '1J. I W

And where do you think Gardener Jesse

King found TREE that year? It was a Norway spruce that grew up with Sister Anthony,
behind their convent in New Jersey. They grew up together because TREE was a sapling
when Sister Anthony was a little girl growing up.
Page after page and once in a magical while is a small stamp-like delicately drawn
illustration until we get to the Rockefeller Center toward Christmas time when finally
Sister Anthony, with great sadness, consents to the cutting down of TREE and its huge
body is transported to New York City. This precious green book tells the story of the
friendship and respect that grew between Sister Anthony and Gardener Jesse King and
how finally strung with thousands of lights TREE stood majestically above the Rockefeller
plaza full of ice skating people and people just standing and gaping at TREE.
It is Sister Anthony who ends the book with a letter to Gardener Jesse King,: “You
must come and visit us soon. I’ve told this year’s group of children about the clever man
who chooses it. They think that must be a wonderful job to have. Just come out to the
clearing any day in the early afternoon. You’ll find me there, next to the Norway spruce
the children and I planted this week.’
AMELIA LAPENA-BONIFACIO
English Professor Emeritus & University Professor, U.P.
Founder, Playwright & Artistic Director, MULAT