In the beginning of my teaching career, I have always cried when it was time for the kids to move up. I, on the other hand, had to move on. Ten 'moving up' years later, I still cry. Its hard to say goodbye to these kids who have probably taught me about life more than I have taught them. But its heartwarming to hear from their parents a few moths and years after they have graduated that their kids are doing very well in the big schools. And, their "Thank you, Teacher Weena." will always make my day.
Sunday, December 12, 2010
These pictures are from my teaching days at STI Prep School. These kids are probably 10 years old now. They were 3 years old then....
Macho pose before swimming.
The Amazing Hat (Ang Pambihirang Sumbrero)
The jeepney we made. A collaborative project for Linggo ng Wika.
Saturday, October 9, 2010
Individualized instruction is a method of instruction in which content, instructional materials, instructional media, and pace of learning are based upon the abilities and interests of each individual learner.
more pictures on individualized instruction are here
Friday, September 24, 2010
The Kinder Class on pitching a tent:
Since the theme of my classroom was 'Camp Kindergarten', I thought that we might talk about MOUNTAINEERING SHOES. In the beginning of the term, the kids immediately got interested in camping, bonfire, marshmallows and pitching a tent. So I brought my tent to school.
Everybody volunteers to help. (in the beginning, I really didn't think we could set it up!)
A boy tries to lead his classmates. He gives them some instructions.
Oops! We spread the tent upside down.
The kids figure out that somebody must each take a corner.
Two boys read the instructions. They knew somehow, that it was important to read the instructions.
Now this is the tricky part. The children learned a big word: COOPERATION
We did it! (It was easy!)
Tuesday, June 22, 2010
While we were talking about mountaineering shoes for snow, one of my kindergarten boys jumped up and called my attention. "Teachuh! Teachuh! Look! Look!" He was pointing at a millipede inching its way toward the other children seated on the floor. Remembering that I had to model an attitude of 'wonder', I stood up and picked up the millipede. "Look everybody." I said. Then putting it down on the table, because I was feeling ticklish. "Teacher, I bring home?" another boy asked, which I understood as 'Teacher, can I bring it home?' So I agreed. By now the other children were taking turns trying to touch our new crawling friend. Two boys were brave enough to let it crawl on their hand. We placed Millie in a box with clear plastic as cover and punched little holes on it. One boy held the box during playtime (he chose not to play) and placed it on the shelf during circle tim. One boy noticed that Millie was getting weak when he took a peek in between songs. "She's dying." he said. So I asked him, "What should we do?" While the other kids also took a peek inside the box, this boy replied, "Lets go!" which I understood as "Let it go." (He wanted to set it free). And so we did with Millie on his arm we marched to the door. He put Millie down on the stairs and said goodbye. Everyone said goodbye.
I don't know if Millie will get well and recover from her encounter with the Kinder children, but I'm glad she came by to teach them to 'look and wonder' and to show compassion to all living things. Thanks Millie!
Saturday, June 5, 2010
“You have to learn to let go… It’s like free falling.” A co-teacher from STI Prep school described ‘Emergent Curriculum’ to me. And indeed, as scary as it seemed, it really is like free falling. After learning about Emergent Curriculum from one of my MA classes in DLSU, I really wanted to practice it. It has been 7 years since I decided to practice emergent curriculum in my classroom. And to be ridiculously honest, I haven’t fully ‘let go’ yet. But, I am enjoying it now more than I have enjoyed it when I started.
Emergent curriculum describes the kind of curriculum that develops when exploring what is "socially relevant, intellectually engaging, and personally meaningful to children."
Then you ask an even scarier question, “What do you want to know?” Then you have to begin to investigate, research, experiment and WONDER. I have learned and discovered so many things since I began to wonder with 3-5 year olds. There will also be a lot of discussions (even arguments – from a classroom of 4-6 year olds, most especially). And I try (ever so hard) not to take control or interfere with any investigative activity the children are doing. I try to keep in mind that I can only facilitate. And after an interview, a field trip, reading a reference book, browsing the internet or finalizing an experiment, I share the same ‘AHA!’ feeling the children have.
For closure, I encourage the children to come up with a project to apply or present all the things that we have learned. The performing and visual arts now come in. The children are eager to express their new learnings and discoveries. And preparations for a culminating event is now underway.
I am blessed to be working with a school which allows emergent curriculum. I may still be far from really mastering emergent curriculum but at least, after seven years and looking back, I have learned to love it.