A student in study was administered the Wechsler Scale for Children-Fourth Edition analyzing data on verbal comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. Of the four categories, the student gained a standard composite score of 121 in perceptual reasoning. His processing speed is at a standard composite score of 112 equal to a 79th percentile. Working memory is at a 42nd percentile while verbal comprehension is at a 32nd percentile. Both perceptual reasoning and processing speed fall on the above average scale in the Bell curve while the other two, working memory and verbal comprehension are at a low average range. The student was also administered the Beery-Buktenica Developmental Test of Visual-Motor Integration and recorded a standard score of 123 at a 94th percentile or at the above-average range.
On the other hand, assessment findings of the same student based on the Woodcock Johnson Test of Achievement Test revealed in the very low range in reading and language proficiency and in the low average in math, calculations, and applied problems. In view of this, the student is given an impression of very low academic knowledge and academic skills. The student was recommended to be in a smaller group instruction in the areas of reading/language arts, writing, and math problem solving. However, a discrepancy was recorded in the student’s ability to perform math tasks as problem solving.
Comparing both the Intelligence and Academic Tests, the student is found to be of unparallel scores. His intelligence test score reveals higher capability to learn, but his academic test score reveals his low capability in actual processing. His visual-motor integration score recorded a significant score of above average which suggest that the said student may benefit learning through more visual opportunities and activities. Obtaining a 92nd percentile in perceptual reasoning suggests that the student’s perception on things is of high range, but something must have been blocking the processing of understanding as revealed in his Woodcock Johnson Test.
Additional impression is supported by the student’s occasional restlessness, inattentiveness, and easy distraction during tests. His refusal to try on difficult tasks clearly is suggestive of a learning disability in language fluency. The student is seen to have manifested behaviors that of a language learning disability and attention deficiency, in spite of the high intelligence scores. It is recommended that the student is given more opportunity in learning using visual cues, visual aids, manipulatives, phonics decoding activities, and graphic organizers so that he can boost his psychological capability to be at par with his actual performance.
Tuesday, June 29, 2010
Education and Recent Social Issues
Everyone in the world is exposed to the many different kinds of situation and problems facing the society today. As each of us is also brought to varied schools of thought and philosophies, we have varying techniques in dealing with any kind of situations. Some of us may be strong and patient enough to wait until chance gives us the opportunity to be worry-free, while others just do it using the way they thought it easy and effective. Dewey believed that there is an intimate connection between education and social action in a democracy. He stressed that each student should be how to be problem-solvers by helping students learn how to think rather than simply learning rote lessons about large amounts of information. In Dewey's view, schools should focus on judgment rather than knowledge so that school children become adults who can "pass judgments pertinently and discriminatingly on the problems of human living" (Campbell, 1995, p. 215-216). Dewey also believed that schools should help students learn to live and to work cooperatively with others. In School and Society he wrote, "In a complex society, ability to understand and sympathize with the operations and lot of others is a condition of common purpose which only education can procure."
Looking closely on his philosophy, Dewey coined the idea of progressive education. One can see that through the constant changes happening in the society, each individual sent to school should be knowledgeable on how to deal with his/her individual problems. Through constant social interactions, the individual sees that he/she is directly involve in the lives of others that is why he/she looks as well on others lives and considers this as he/she tackles the problem. This is very much true in what is happening in the world at present. All of us are affected by the social norms and dictates in the society. In view of this, each of us performs our distinct way of responding and reacting to these stimuli in the manner we think is good. However we did it, we should be aware that all of the society is affected.
Say for example a farmer who is raising grains. He plants the grain in anticipation that he could use this to satisfy his hunger and that some more extra can be utilized to start trading and business. On the process, a storm came that affected almost all of his crops. Whatever was left, he may either have scarce or limited number of it that can only be utilized for personal consumption, or to ensure return of investment, and he may trade the product at a higher price than usual. Had there been smooth process, he could have more than enough and that he can very well share the product to others. This situation is common to us all. As this process is repeated, the farmer hopes that such calamity will not happen again. If ever, he shall make sure that he is ready to face it with the necessary steps to at least prevent disastrous results. This, I think, is the universal law of economics. Considering that it involves basic needs of people and people themselves, then it involves the society.
In this process, Dewey’s concept of continuous social interaction, reconstruction, and processes are very much demonstrated. The farmer looks at the situation at present and handles it in his most effective way. When the same process happens, the farmer reconstructs his ideas, adjusting it to however the situation calls for it. He devises better way of appropriating techniques and strategies in order to diminish the likeliness of problem repetition or the worsening of any unconceived situation. It is in this view that progressive thinking is applicable.
Looking closely on his philosophy, Dewey coined the idea of progressive education. One can see that through the constant changes happening in the society, each individual sent to school should be knowledgeable on how to deal with his/her individual problems. Through constant social interactions, the individual sees that he/she is directly involve in the lives of others that is why he/she looks as well on others lives and considers this as he/she tackles the problem. This is very much true in what is happening in the world at present. All of us are affected by the social norms and dictates in the society. In view of this, each of us performs our distinct way of responding and reacting to these stimuli in the manner we think is good. However we did it, we should be aware that all of the society is affected.
Say for example a farmer who is raising grains. He plants the grain in anticipation that he could use this to satisfy his hunger and that some more extra can be utilized to start trading and business. On the process, a storm came that affected almost all of his crops. Whatever was left, he may either have scarce or limited number of it that can only be utilized for personal consumption, or to ensure return of investment, and he may trade the product at a higher price than usual. Had there been smooth process, he could have more than enough and that he can very well share the product to others. This situation is common to us all. As this process is repeated, the farmer hopes that such calamity will not happen again. If ever, he shall make sure that he is ready to face it with the necessary steps to at least prevent disastrous results. This, I think, is the universal law of economics. Considering that it involves basic needs of people and people themselves, then it involves the society.
In this process, Dewey’s concept of continuous social interaction, reconstruction, and processes are very much demonstrated. The farmer looks at the situation at present and handles it in his most effective way. When the same process happens, the farmer reconstructs his ideas, adjusting it to however the situation calls for it. He devises better way of appropriating techniques and strategies in order to diminish the likeliness of problem repetition or the worsening of any unconceived situation. It is in this view that progressive thinking is applicable.
Tabula Rasa
This term is coined on the idea that the mind in its original, uninformed state, before any learning begins. This concept is found in the philosophy of John Locke (1632–1704) and Jean‐Jacques Rousseau; but it is one which many educators do not accept, since it assumes that the mind is shaped solely by what is learned, and discounts the idea of individual predispositions or inherited characteristics. In this sense, it reflects the argument that nurture, not nature, is of predominant importance in shaping an individual's cognitive skills. The literal meaning of this Latin phrase is a (writing) tablet scraped clean (of writing), suggesting that a young pupil's mind is open to be shaped as the teacher wishes. As I claimed above, this is one concept that is very traditional in form and that not very much accepted by theorists in education as it does not consider formation and collection of prior knowledge.
Should this theory be true, the question is how does the process of learning take place? When the mind is completely blank before learning is to take place, it is incapable of comprehension and understanding. How is it therefore possible for the processing of learning? Second, when the concept is learned, the concept is stored in the mind which shall be ready to be reopened once the same topic or stimulus arouse in the future. Should the mind continue to be in a blank slate?
When we first develop learning and wisdom, the mind is filled with the so many experiences since the day we were born. These experiences shape how we are growing up and how we see and bring about our life. When these experiences are stocked in our mind it becomes an easy task to simply revisit and point out upcoming concepts and learning easily takes place. During the first stage of learning, this may be possible, but as we have grasped so many learning concepts already, I think this is not a true thought anymore.
Should this theory be true, the question is how does the process of learning take place? When the mind is completely blank before learning is to take place, it is incapable of comprehension and understanding. How is it therefore possible for the processing of learning? Second, when the concept is learned, the concept is stored in the mind which shall be ready to be reopened once the same topic or stimulus arouse in the future. Should the mind continue to be in a blank slate?
When we first develop learning and wisdom, the mind is filled with the so many experiences since the day we were born. These experiences shape how we are growing up and how we see and bring about our life. When these experiences are stocked in our mind it becomes an easy task to simply revisit and point out upcoming concepts and learning easily takes place. During the first stage of learning, this may be possible, but as we have grasped so many learning concepts already, I think this is not a true thought anymore.
Mental Retardation and the Classroom Teacher
The full knowledge of the distinctness of the individual is very much needed in teaching students with mental retardation. By most definitions mental retardation is more accurately considered a disability rather than a disease. MR can be distinguished in many ways from mental illness, such as schizophrenia or depression. Currently, there is no "cure" for an established disability, though with appropriate support and teaching, most individuals can learn to do many things.
There are thousands of agencies all over the world that provide assistance for people with developmental disabilities. They include state-run, for-profit, and non-profit, privately run agencies. Within one agency there could be departments that include fully staffed residential homes, day rehabilitation programs that approximate schools, workshops wherein people with disabilities can obtain jobs, programs that assist people with developmental disabilities in obtaining jobs in the community, programs that provide support for people with developmental disabilities who have their own apartments, programs that assist them with raising their children, and many more.
The Burton Blatt Institute at Syracuse University works to advance the civic, economic, and social participation of people with disabilities. There are also many agencies and programs for parents of children with developmental disabilities. Beyond that there are specific programs that people with developmental disabilities can take part in wherein they learn basic life skills. These "goals" may take a much longer amount of time for them to accomplish, but the ultimate goal is independence. This may be anything from independence in tooth brushing to an independent residence.
People with developmental disabilities learn throughout their lives and can obtain many new skills even late in life with the help of their families, caregivers, clinicians and the people who coordinate the efforts of all of these people. Although there is no specific medication for mental retardation, many people with developmental disabilities have further medical complications and may take several medications. Use of psychotropic medications such as benzodiazepines in people with mental retardation requires monitoring and vigilance as side effects occur commonly and are often misdiagnosed as behavioral and psychiatric problems.
Keeping all of these in mind, as a teacher of mental retardation, I should have looked into their individuality, their needs, and the possibilities of making them as equals of any other individuals in the world. It shall in turn make me become abreast with what are basics and pertinent to determine strategies in addressing their needs and on providing assistance that will continue to boost their sense of self and social interaction.
There are thousands of agencies all over the world that provide assistance for people with developmental disabilities. They include state-run, for-profit, and non-profit, privately run agencies. Within one agency there could be departments that include fully staffed residential homes, day rehabilitation programs that approximate schools, workshops wherein people with disabilities can obtain jobs, programs that assist people with developmental disabilities in obtaining jobs in the community, programs that provide support for people with developmental disabilities who have their own apartments, programs that assist them with raising their children, and many more.
The Burton Blatt Institute at Syracuse University works to advance the civic, economic, and social participation of people with disabilities. There are also many agencies and programs for parents of children with developmental disabilities. Beyond that there are specific programs that people with developmental disabilities can take part in wherein they learn basic life skills. These "goals" may take a much longer amount of time for them to accomplish, but the ultimate goal is independence. This may be anything from independence in tooth brushing to an independent residence.
People with developmental disabilities learn throughout their lives and can obtain many new skills even late in life with the help of their families, caregivers, clinicians and the people who coordinate the efforts of all of these people. Although there is no specific medication for mental retardation, many people with developmental disabilities have further medical complications and may take several medications. Use of psychotropic medications such as benzodiazepines in people with mental retardation requires monitoring and vigilance as side effects occur commonly and are often misdiagnosed as behavioral and psychiatric problems.
Keeping all of these in mind, as a teacher of mental retardation, I should have looked into their individuality, their needs, and the possibilities of making them as equals of any other individuals in the world. It shall in turn make me become abreast with what are basics and pertinent to determine strategies in addressing their needs and on providing assistance that will continue to boost their sense of self and social interaction.
Savant Syndrome Vis-a-Vis Rainman
Morelock and Feldman’s article on Extreme Precocity included in the Handbook on Gifted Education (Colangelo and Davis (ed), 2003) considered savant syndrome as a type of extreme precocity in individuals. Some characteristics cited were extraordinary high IQ, being a prodigy, and the savant syndrome. According to the article, savant is described as an exceedingly rare condition in which persons with serious mental handicaps, either from mental retardation, early infant autism or major mental illness such as schizophrenia, have spectacular islands of ability or brilliance which stand in stark, markedly incongruous contrast to the handicap (Treffert, 2000). Such brilliance are observed in very few areas such as calendar calculating, music, chiefly limited to the piano, lightning calculating, art, mechanical ability, prodigious memory, or in rare case, unusual sensory discrimination or ESP.
The movie displayed a sample situation where savant autism is demonstrated in the life of Raymond Babbit. During his early years, and due to fear of hurting his younger brother, he was sent out to stay under the care of a trusted doctor. He stayed in this institution until such time that his younger brother came to investigate on the father’s will. Without the younger brother’s full knowledge of Raymond’s existence and identity, Charles noticed a lot of unusual traits in Raymond. He reads a lot and he knows about what he read. However, when asked about them, he would repeatedly answer, “I don’t know.”
The movie revealed that Raymond is very much capable of calculating rapidly through mental process only. He displayed this by counting, in a split second, the number of toothpicks that have fallen on the floor. He was also able to compute for mathematical operation as quickly as he was able to. He is also dependent on a routine schedule and that according to the movie, “getting away from the routine would be terrifying for him.” Like Peek’s (1996) characterization of savants, Raymond does not use language in a symbolic or conceptual manner. His thought processes were constrained by a concrete, fact-oriented mindset dominated primarily by associations. This was displayed in his fear of riding an airplane, and not wanting to go out on a rainy day. Moreover, he established the difference in wetting that happens in the bathroom to that when someone is rained upon as that the former is in a bathroom and the latter is outside.
Raymond’s dependence on routine is pretty much demonstrated in his schedule and organization skills. He would rather that his bed be by the window, and neatly fold his clothes to one side of the bed. His slippers have to stay at the end of the bed and that his undergarments have to be that from Kmart in Oak and Burnett, Cincinnati, Ohio. His food had to be routinary as well and that certain rules had to be followed otherwise this disintegrates his conceptual processes. He knows that a “hotel is not his home” and that “maple syrup has to come before the pancakes are served.”
Raymond’s special intellectual-processing problems maintain an extraordinary high general potential (Gallagher, 1988) which qualified him to be an individual with dual labels. The book Best Practices in Gifted Education suggests that family support should be understood as a valuable substance in sustaining the individual identified. Talent development should also be a focus in the design of curriculum specific for their needs.
Class instruction done by Julia Watson also recommended provision of visual supports. Language training for fluency and avoidance of literalness can also be established and trained in order to develop use and facility of language in processing and communication. Processing social skills is also an integral component in the training and education of individuals with savant syndrome through recognition and expression of emotions appropriately, regulation of emotions and behavior, empathy and perspective taking, flexibility, and training of optimism and motivation. These goals and objectives could be achieved through peer tutoring, friends group, lunch bunch, social stories, direct skills training, and relationship development intervention.
The movie made it clear that emotions are not the only way in which support for the needs for individuals with savant syndrome. Charles Babbit may have realized at a later time the affection and happiness of a family, but training and proper accommodation are also significant components of supporting their social emotional needs. Charles emotions were easily challenged when he is engaged with a conversation with Raymond, resulting to physical and verbal abuse. Without the metacognitive capability of processing messages and language, people surrounding individuals with the savant syndrome needs to understand their personality in order to achieve success in supporting their needs and gifts.
The movie displayed a sample situation where savant autism is demonstrated in the life of Raymond Babbit. During his early years, and due to fear of hurting his younger brother, he was sent out to stay under the care of a trusted doctor. He stayed in this institution until such time that his younger brother came to investigate on the father’s will. Without the younger brother’s full knowledge of Raymond’s existence and identity, Charles noticed a lot of unusual traits in Raymond. He reads a lot and he knows about what he read. However, when asked about them, he would repeatedly answer, “I don’t know.”
The movie revealed that Raymond is very much capable of calculating rapidly through mental process only. He displayed this by counting, in a split second, the number of toothpicks that have fallen on the floor. He was also able to compute for mathematical operation as quickly as he was able to. He is also dependent on a routine schedule and that according to the movie, “getting away from the routine would be terrifying for him.” Like Peek’s (1996) characterization of savants, Raymond does not use language in a symbolic or conceptual manner. His thought processes were constrained by a concrete, fact-oriented mindset dominated primarily by associations. This was displayed in his fear of riding an airplane, and not wanting to go out on a rainy day. Moreover, he established the difference in wetting that happens in the bathroom to that when someone is rained upon as that the former is in a bathroom and the latter is outside.
Raymond’s dependence on routine is pretty much demonstrated in his schedule and organization skills. He would rather that his bed be by the window, and neatly fold his clothes to one side of the bed. His slippers have to stay at the end of the bed and that his undergarments have to be that from Kmart in Oak and Burnett, Cincinnati, Ohio. His food had to be routinary as well and that certain rules had to be followed otherwise this disintegrates his conceptual processes. He knows that a “hotel is not his home” and that “maple syrup has to come before the pancakes are served.”
Raymond’s special intellectual-processing problems maintain an extraordinary high general potential (Gallagher, 1988) which qualified him to be an individual with dual labels. The book Best Practices in Gifted Education suggests that family support should be understood as a valuable substance in sustaining the individual identified. Talent development should also be a focus in the design of curriculum specific for their needs.
Class instruction done by Julia Watson also recommended provision of visual supports. Language training for fluency and avoidance of literalness can also be established and trained in order to develop use and facility of language in processing and communication. Processing social skills is also an integral component in the training and education of individuals with savant syndrome through recognition and expression of emotions appropriately, regulation of emotions and behavior, empathy and perspective taking, flexibility, and training of optimism and motivation. These goals and objectives could be achieved through peer tutoring, friends group, lunch bunch, social stories, direct skills training, and relationship development intervention.
The movie made it clear that emotions are not the only way in which support for the needs for individuals with savant syndrome. Charles Babbit may have realized at a later time the affection and happiness of a family, but training and proper accommodation are also significant components of supporting their social emotional needs. Charles emotions were easily challenged when he is engaged with a conversation with Raymond, resulting to physical and verbal abuse. Without the metacognitive capability of processing messages and language, people surrounding individuals with the savant syndrome needs to understand their personality in order to achieve success in supporting their needs and gifts.
Philosophy of Education, does it matter?
Etymologically speaking, philosophy means love of wisdom. In laymen’s term, I believe that philosophy is the individual’s quest for knowledge for truth and for what is universal. Since education is the process by which any individual brings about the knowledge that is inherent in him or her, philosophy is tied to education. The philosophy of education therefore is that vision and mission of any institution that aims to produce individuals of upright behavior and universality of knowledge to become functional in the society. The study of philosophy should be a primary pillar in the process of education as knowledge is based upon reason and that reason is the root of philosophy. As mentioned earlier, philosophy is that ability of any individual to process knowledge and digest what is true, a teacher, who is directly involved in the educational process must carry out certain philosophies in order to bring about the aims and mission in producing the students’ envisioned future.
At present, a number of philosophies have been published and carried out which probably is the reason on why division and disharmony is present in the society. I believe that through a careful and thorough processing of education and with an utmost and brilliant philosophy of the world that oversees past, present, and future phenomenon, educating the youth would not be quite a difficulty, thus producing upright citizens in the future will come in handy.
Isagani Cruz (1991) once mentioned in one of his articles that literature makes people and people make society. It is through what is written where people live out their understanding of life. Through what people learn, they are able to shape their life which compose and shape the society. Through people’s mind, people are able to rule and govern other people. It is through their understanding of philosophy that made people equip to man and supervise society.
At present, a number of philosophies have been published and carried out which probably is the reason on why division and disharmony is present in the society. I believe that through a careful and thorough processing of education and with an utmost and brilliant philosophy of the world that oversees past, present, and future phenomenon, educating the youth would not be quite a difficulty, thus producing upright citizens in the future will come in handy.
Isagani Cruz (1991) once mentioned in one of his articles that literature makes people and people make society. It is through what is written where people live out their understanding of life. Through what people learn, they are able to shape their life which compose and shape the society. Through people’s mind, people are able to rule and govern other people. It is through their understanding of philosophy that made people equip to man and supervise society.
Wednesday, June 16, 2010
Students, students, and more students!
Being a teacher, I thought was the best profession one could ever had. Unlike being a bank accountant, a manager, a doctor, or anybody else's job and responsibility would seemed to be monotonous to me (at least just for me). You get to deal with the same issues, documents, papers, and other things consistently. But to become a teacher is a learning experience all the time. You get to have different kinds of students. Despite having the same subject matter to teach, you get to deal with different people from various backgrounds and different styles of learning. You get to divert and change every so often activities that is dealing with the same topic.
When I started teaching some 12 years ago, I was assigned to fifth and sixth graders. They were 11 and 12 year olds. Their maturity was yet starting. Being so immature myself (back then and I guess up to now), I enjoyed being chummy with them. I would even hang out with them every so often. There came a point that parents have entrusted their children (my students) to me. There was occasional times that these students would use my name to cover up a wrong thing they did to their parents. Although I did not tolerate the wrong doing, I was there ready to defend and to give advice. One thing is sure though, I did not have the much needed patience for these little ones. I could not stand their endless wondering, talking, childishness, and most of the time, their silliness. There would be questions that require obvious answers. Silly, isn't it?
Then, I went to teach in the tertiary level. This time I had 17-20 year olds. I was teaching professional English courses. All the more, my students became my gang. We always hang out, in fact almost every night. One thing I need to clear with them was that we are friends outside of school but inside, we should treat each other as to what is expected. Too bad I only stayed in this job for a short time.
Then I moved to an exclusive school for boys. I was assigned to some 12-13 year olds who are really from the upper class of the society. Cars, mansions, money, branded things, name it! There were several jargons that I did not understand. They are so updated with current events and that they had a wide access to everything--technology, gadgets, travels--yet my frustration is that they don't comprehend as I thought they should. I mean, having all the access and resources, even the capability to use the English language better than I do, I thought that they could be even better than me in comprehension. I had to do what I had to do. Luckily, we started speaking in the same tongue. I was so amazed to have made one student come up with a literary analysis of Hercules' tales in a very comprehensive way totaling to 16 pages. Despite just in 6th grade, he was able to present Hercules' tales as some kind of survival of the fittest. He was so smart and absorbent of any learning. He was my favorite; he knew that until now. Funny thing, he was the one that signed me up an email address and paved the way for me to using the net.
My students graduated elementary and again, I left for another job. Despite distance and opportunities of encounter, they manage to still stay in touch with me to seek professional advice about school, life, and anything. Some of them have gradated college now. Some may have landed high-paying positions or some sort. Some may have proceeded graduate courses. My favorite student? He is now in a medical school.
I moved again to a different school and this time I was with all girls as students. They were now a bit matured as they were in their teens. I taught them literary criticism. They were so stunned. Just like my all-male students, they also are from the upper class economic status. Most of them, or should I say, all of them have access to everything whatsoever. However, like my previous boys, they were not exposed to the kind of processing that I would like them to do. Too bad I had to leave again in search for a greener pasture.
I moved to teach in the United States and was assigned to teach 11-13 year olds. I started with a shock. Every inch of expectations I had, seemed to be different from theirs. I thought that teaching in America would be easier for me. On the contrary, I struggled.
There were a lot of things to learn. Differentiated instruction, small group rotation, leveled reading texts, indicators, state curriculum, cumulative folders--these are just some of the things I needed to be a master of. Another difficult thing is technology. There are a number of technology equipment in each of the classrooms for use during instruction. I have to train myself on the use of these equipment. Luckily, or maybe because I learn visually and fast, I was able to find ease using them in no time.
Another issue is the diversity of culture. When you enter the classroom is like entering and seeing a real-life society. Students come from different ethnicities and that as a teacher, I must learn about what things are acceptable to them and significantly the what-nots. I sometimes neglect what I think is acceptable for me in as far as my cultural background is concerned. But, this is how we do it; That is the way to do it! As the saying goes, "when you are in Rome, be a Roman."
Although I struggled, overwhelmed, and torn, I managed. Year after year, I know I am quite successful.
My first year was a struggle. I had middle schoolers (7th grade) and mostly African-American. I came late in the school year as I arrived in the country in October--first quarter was almost over. There were no rules set, no bulletin boards displayed, no routine established. On my first day, I wanted to go home. As I reflect now, maybe it was because I was still learning the ropes; maybe because I was also troubled with financial obligations and management; maybe because I was unprepared in the battle I was in. I decided to leave this school and moved to a new school the following year.
My second through fifth year was at a highly Hispanic populated classroom. With my background in the Spanish language, I found it easier this time. However, every year different kinds of students and situation came in front of me. One thing is common, they found it difficult to learn. I tried to seek answers to the endless questions I have in my mind. I tried to devise methods of clearing confusion and making sure that schemata remain as background knowledge and not forgotten right at the moment they are stored. There were successful ones and there were those that I discarded. There were those that I found to be effective, and those that do not even apply.
Many things happen. I had a little misconception and misunderstanding that again (for the nth time), I wanted to move.
I landed a job at another school, and this time, as an ESL teacher. The job was great! The people are, believe me, the best! Administrators were very accommodating and sweet. I love the job. But they say, make the most of some happiness because we will never know when will it last. After two years, I had to leave due to immigration issues. I would have to have another blog for this topic.
I was getting ready to just go home (although there were other options), when I landed a teaching job here in Guatemala.
I am just here since July and I am telling you, I am loving every piece of it. My students are great! They are sweet, behaved, and willing. Of course there are always exceptions. In the next blogs, I should be telling you more about them. In the meantime, I just love my students. I wish they feel the same to me.
When I started teaching some 12 years ago, I was assigned to fifth and sixth graders. They were 11 and 12 year olds. Their maturity was yet starting. Being so immature myself (back then and I guess up to now), I enjoyed being chummy with them. I would even hang out with them every so often. There came a point that parents have entrusted their children (my students) to me. There was occasional times that these students would use my name to cover up a wrong thing they did to their parents. Although I did not tolerate the wrong doing, I was there ready to defend and to give advice. One thing is sure though, I did not have the much needed patience for these little ones. I could not stand their endless wondering, talking, childishness, and most of the time, their silliness. There would be questions that require obvious answers. Silly, isn't it?
Then, I went to teach in the tertiary level. This time I had 17-20 year olds. I was teaching professional English courses. All the more, my students became my gang. We always hang out, in fact almost every night. One thing I need to clear with them was that we are friends outside of school but inside, we should treat each other as to what is expected. Too bad I only stayed in this job for a short time.
Then I moved to an exclusive school for boys. I was assigned to some 12-13 year olds who are really from the upper class of the society. Cars, mansions, money, branded things, name it! There were several jargons that I did not understand. They are so updated with current events and that they had a wide access to everything--technology, gadgets, travels--yet my frustration is that they don't comprehend as I thought they should. I mean, having all the access and resources, even the capability to use the English language better than I do, I thought that they could be even better than me in comprehension. I had to do what I had to do. Luckily, we started speaking in the same tongue. I was so amazed to have made one student come up with a literary analysis of Hercules' tales in a very comprehensive way totaling to 16 pages. Despite just in 6th grade, he was able to present Hercules' tales as some kind of survival of the fittest. He was so smart and absorbent of any learning. He was my favorite; he knew that until now. Funny thing, he was the one that signed me up an email address and paved the way for me to using the net.
My students graduated elementary and again, I left for another job. Despite distance and opportunities of encounter, they manage to still stay in touch with me to seek professional advice about school, life, and anything. Some of them have gradated college now. Some may have landed high-paying positions or some sort. Some may have proceeded graduate courses. My favorite student? He is now in a medical school.
I moved again to a different school and this time I was with all girls as students. They were now a bit matured as they were in their teens. I taught them literary criticism. They were so stunned. Just like my all-male students, they also are from the upper class economic status. Most of them, or should I say, all of them have access to everything whatsoever. However, like my previous boys, they were not exposed to the kind of processing that I would like them to do. Too bad I had to leave again in search for a greener pasture.
I moved to teach in the United States and was assigned to teach 11-13 year olds. I started with a shock. Every inch of expectations I had, seemed to be different from theirs. I thought that teaching in America would be easier for me. On the contrary, I struggled.
There were a lot of things to learn. Differentiated instruction, small group rotation, leveled reading texts, indicators, state curriculum, cumulative folders--these are just some of the things I needed to be a master of. Another difficult thing is technology. There are a number of technology equipment in each of the classrooms for use during instruction. I have to train myself on the use of these equipment. Luckily, or maybe because I learn visually and fast, I was able to find ease using them in no time.
Another issue is the diversity of culture. When you enter the classroom is like entering and seeing a real-life society. Students come from different ethnicities and that as a teacher, I must learn about what things are acceptable to them and significantly the what-nots. I sometimes neglect what I think is acceptable for me in as far as my cultural background is concerned. But, this is how we do it; That is the way to do it! As the saying goes, "when you are in Rome, be a Roman."
Although I struggled, overwhelmed, and torn, I managed. Year after year, I know I am quite successful.
My first year was a struggle. I had middle schoolers (7th grade) and mostly African-American. I came late in the school year as I arrived in the country in October--first quarter was almost over. There were no rules set, no bulletin boards displayed, no routine established. On my first day, I wanted to go home. As I reflect now, maybe it was because I was still learning the ropes; maybe because I was also troubled with financial obligations and management; maybe because I was unprepared in the battle I was in. I decided to leave this school and moved to a new school the following year.
My second through fifth year was at a highly Hispanic populated classroom. With my background in the Spanish language, I found it easier this time. However, every year different kinds of students and situation came in front of me. One thing is common, they found it difficult to learn. I tried to seek answers to the endless questions I have in my mind. I tried to devise methods of clearing confusion and making sure that schemata remain as background knowledge and not forgotten right at the moment they are stored. There were successful ones and there were those that I discarded. There were those that I found to be effective, and those that do not even apply.
Many things happen. I had a little misconception and misunderstanding that again (for the nth time), I wanted to move.
I landed a job at another school, and this time, as an ESL teacher. The job was great! The people are, believe me, the best! Administrators were very accommodating and sweet. I love the job. But they say, make the most of some happiness because we will never know when will it last. After two years, I had to leave due to immigration issues. I would have to have another blog for this topic.
I was getting ready to just go home (although there were other options), when I landed a teaching job here in Guatemala.
I am just here since July and I am telling you, I am loving every piece of it. My students are great! They are sweet, behaved, and willing. Of course there are always exceptions. In the next blogs, I should be telling you more about them. In the meantime, I just love my students. I wish they feel the same to me.
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