Meet the Writer/Contributor

Thought flows in terms of stories...

Stories about events, stories about people, and stories about intentions and achievements. The best teachers are the best story tellers. We learn in the form of stories-Frank Smith. An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them how to make a life-Author Unknown.

Photo of the Month: Immaculate Heart of Mary Church in Minglanilla, Cebu, Philippines

Photo of the Month: Immaculate Heart of Mary Church in Minglanilla, Cebu, Philippines
Immaculate Heart of Mary Church, Minglanilla, Cebu, Philippines: Charge of the Education Doctor singles out this MINGLANILLA CHURCH PHOTO for the month of January, 2014. This church was established by the Augustinians in 1878. The present church was established two years later, with light materials. Its stone convent was constructed from 1877 to 1886. . That's why it is considered Picture of the Month by the 10 groups of students who voted for the photo.

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Wednesday, May 30, 2012

We Live Uncontrollably Today with Carnal Pleasure

http://voices.yahoo.com/we-live-uncontrollably-today-carnal-8970337.html?cat=41

Why is Education so Important?

http://voices.yahoo.com/why-education-so-important-9044199.html?cat=4

Teaching English Must Start with Preschoolers in Order to Get a Good Foundation in the Language

http://voices.yahoo.com/teaching-english-must-start-preschoolers-9138759.html?cat=4

How to Improve the Quality of Secondary School Science and Research in Education Through Advanced Textbooks and Technology

http://voices.yahoo.com/how-improve-quality-secondary-school-science-8551343.html?cat=4

Philippine Literature: A Three-dimensional Account of Love, Despair and Adventure

http://voices.yahoo.com/philippine-literature-three-dimensional-account-8471137.html?cat=44

All Four-walled Classrooms: Different Personalities, Backgrounds, Intelligences, Demeanors, Enthusiasms and Talents

http://voices.yahoo.com/all-four-walled-classrooms-different-personalities-8763295.html?cat=4

Philippine Literature: The Core in Story-and-drama-analysis Stems from a Local Interest Story of Professional Experiences Based on Literary Works

http://voices.yahoo.com/philippine-literature-core-story-drama-8622815.html?cat=8

Setting a Benchmark for Quality of Education, Educational System Worldwide, Rights of Public School Teachers and Centers for Excellence

http://voices.yahoo.com/setting-benchmark-quality-education-educational-8477543.html?cat=37

For life has its own balance

http://voices.yahoo.com/for-life-has-its-own-balance-10187581.html?cat=42

Monday, May 14, 2012

Love hurts: I feel betrayed and so old believing in the words that are all lies

As for me, to forget is to do away with it. What about if I resort to drinking? Is it the outlet? Drinking is one way of freeing me from it, but it only lasts for a few hours. When the liquor is gone from my head, my heart starts to throb painfully anew. I am left with no choice but to encounter the pain again. To experience it again, most of the times I savor the moment as pain stays in my heart. I feel butterflies in my stomach and there is also a constant nagging feeling of loneliness, as well as bitterness in my heart. All of these things are sudden reactions, thus paving the way for my impulsive behaviors to manifest deep down in my inner self.











Literature is the window for life and it bridges the readers from all walks of life to the works of creative imagination. It is a soul-replica that helps strengthen the readers' commitment to develop themselves by embracing international ideals of value system, sociocultural awareness, as well as the other aspects of universal heritage. Most of us have different views, definitions and uses of it, still we come up with a unified "implied meaning" that literature is something that reflects society, makes us think about ourselves and our society and allows us to enjoy language and beauty. The three stories have different genres used, including the technical analysis of each account. Assess its content with your internal and external demarcations of literary tastes with diverse levels of points of view!
"I feel that my soul has also begun to shrivel and pass away. I feel something different inside and outside of my egoistic shadow! This strange emotion sets out to go away from my temporal life. There is an emptiness inevitably felt within me--even my spirit as my protector won't dwell on me anymore. There are a lot of factors why my soul seems to crawl suddenly away from me. Life really seems enigmatic and odd--and it lost its sanity! As I sat there staring without a focus, I excogitate and see the other side of me, and it's the truth that I don't want to believe. They say that the truth shall set you free. Yes, it's true; yet, this truth that I have just learned has not set me free at all. It has severely connected from my heart and soul down to the hottest corners of outer darkness." Here is my story:

How could I control my emotions if the emotions within me can't be controlled? What is the panacea for this "love-hate thing" that can be expressed in a literary piece of work? There is no precise and vivid way to expound on this absurd feeling and identify the nature and essential qualities of being me as a child of God. I have to accept the fact that I should state and set for the meaning of self-worth-identity, thus gauging what I really feel inside. It predicts an individual's ability to successfully solve problems that involve both the initial identity search phase and the restructuring acceptance phase. However, individual differences in ability to control emotions and attention do not predict success on problems about love that isolate the whole restructuring phase.

These "love-outcomes" are interpreted as supporting automatic-feeling-redistribution of acceptance-account-love-restructuring. I could not put into words the things I wanted to utter to let go of this emotion and to unravel the core of my ill-feelings. I should be oblivious of this pain, you know -- and the only way to do it is to let it all out. However, the problem is, I cannot let it out because memories are still there. Maybe, later on, memories will fade but the scars inside me will linger deep in my thoughts till I pass away. I find it so difficult to let out without a certain justification and a valid accentuation to blow the gaff of my emotions without paving the way by asking these questions: Why did you hit me without a cause? Why did you abandon me in times of financial troubles, miseries, and indignation from my family? Why did you not defend me? Why did you go with another woman working as hospitality girl in a bar? Why did you leave me without saying goodbye for the last time? I don't care what would be the consequences of my actions to emerge from this mess, but I still love you. If you don't love me anymore, I need only an explanation why you leave me without a note to read. Life is unfair, isn't it? So, damn this feeling that is difficult to let out despite your irresponsible behaviors!

As for me, to forget is to do away with it. What about if I resort to drinking? Is it the outlet? Drinking is one way of freeing me from it, but it only lasts for a few hours. When the liquor is gone from my head, my heart starts to throb painfully anew. I am left with no choice but to encounter the pain again. To experience it again, most of the times I savor the moment as pain stays in my heart. I feel butterflies in my stomach and there is also a constant nagging feeling of loneliness, as well as bitterness in my heart. All of these things are sudden reactions, thus paving the way for my impulsive behaviors to manifest deep down in my inner self.

I feel that my soul has also begun to shrivel and pass away. I feel it sets out to go away from my temporal life. There is an emptiness felt within me--even my spirit as my protector won't dwell on me anymore. There are a lot of factors why my soul seems to crawl away from me. Life really feels lost its sanity! As I sat there staring without a focus, I excogitate and see the other side of me, and it's the truth that I don't want to believe. They say that the truth shall set you free. Yes, it's true; yet, this truth that I have just learned has not set me free at all. It has severely connected to my heart and soul down in the hottest corners of outer darkness.

I feel so empty, deprived of my rights and privileges, castigated with thorny punishments, so old, so alone and so darn-stupid for believing in every word he said to me. I feel betrayed and so old believing in the words that are all lies. These are the outputs of all fabricated stories hurled against me. And so I wonder if everything we have shared together intimately is true. Now I am confused and so damn hurt because of my weakness, nonchalance and ignorance about my feelings towards him, the feelings that can't be controlled because of love. I easily succumb to the temptation because of love. I hope that the girls out there won't resort to this kind of impulsive behavior, "the love-feeling thing" without proper place to set out with temporal and spiritual benedictions.

Now or shall I say, at this moment in time, to make my final paragraph longer, I just want the pain to go away but I don't know how. I want it to be fully deserted, vanished into thin air or gone without skepticism. I don't know what to do. I am still here wallowing in deep sorrow for having loved several times and lost again and heartbroken several times. I have once again made a fool out of myself. It hurts like hell and the pain has consumed my mind, even in my nocturnal activities. I hope and pray that God will help me become oblivious to these heart aches of mine. This "feeling heartbroken" thing towards my afflatus in life will end soon before it starts to devour my sanity. Please help me God!

"Just call him Gio -- and this is his story about solitary self-seclusion for locking himself up the whole night in the room. He wants to share with us his personal account about nocturnal activities with a ring phone." Here it goes:

For many nights, I have been staring at the blank ceiling. Locked up in my isolated room, I was entertaining myself with the thoughts that came to my mind. Perhaps it was just me, or my being the only son, that instilled my introversion. That was the reason why I never let anyone enter my four-walled haven.

As I was about to sleep late that night, I heard something amidst the silence. There it was, that gadget, ringing and shaking vigorously. Just another forwarded message, I thought. And I was right; it was indeed another trash sent by a friend.

Usually, I'd delete those kinds of stuff. But that night was different. Something ran up into my mind, telling me to send a reply. And so I did, replying with a message typical of me--void of emotion, purely academic--something like "What's our assignment for tomorrow?" After sending it, I went back to bed, not expecting another thing out of it.

But it rang again. I hurried to get it, excited of what it might be. And before I knew it, I was already pressing the keys, making another message. I sent it, received a reply, and wrote another message again.

And so, the mere exchange of texts became a conversation that lasted throughout the night. I was surprised on what I did. It was a new, radical change in me. The messages that I was sending also stunned me. At first, I was void of any emotion, sending dry, somewhat mechanical thoughts. But through the conversation, I unknowingly uttered words like "How are you," "I hope you're fine," and "I miss you."

I was, after all, capable of feeling, of caring, and of loving. Then, the gadget rang. In its screen was printed series of words, "Open up." I stopped. I said to myself, Shall I do this? Shall I finally open up this small world where I had been for 15 years?

After much thought, I stood up, reached for the knob, and opened the door.
And I saw light. My eyes, used to the darkness I was living before, were almost blinded by the new scenery that I saw. For the first time, I had seen the bright yellow sun shining on me. I realized that the night was gone, and it was a whole new morning.

I saw the flowers, the birds, the trees, and other people living in harmony and joy. And over there, on the green grassy fields, was that person who led me away from my solitary darkness, into the bright new life.

I was thankful, very thankful. Because of that, I was able to see the beauty of life outside my cell, which I had ignored because of my egocentric attitude. Never had I experienced something as life changing as this. Just because of all of these unexpected nocturnal events, thanks to the messages sent during that night.

"Most of her friends called her "femmerose" as her sobriquet. She's a practical woman of the 90's and beyond. She can do what she wants to protect herself from harm and defamation. Her secret weapon is a prayer and only God can help her in times of dreadful needs and can be her "Master" no matter what it costs." Here is her diary:

"Someday you'll find yourself when you read back your diary." This was once said from my mother about having my own life adventures written on a diary. I didn't get what she meant but I found it satisfying and worthwhile because I could express all that is in me. The means of showing the real self which can be beyond what others might see. My diary was made of recycled bond papers covered with old white folder. It looked odd, so I decorated it with colorful stickers.

I started writing it on May 1, 1998 at exactly 10 pm. I could remember the first thing I wrote was about my anger towards my father. It showed the thoughts, ideas and felicitous sentiments of a high school girl for someone only God knows. There were times that I could not put exactly what I had in mind that made me stop and thought back again. It was almost four years since I stopped writing it. Now, I barely laid a hand on it or skimming its pages again.

However, my capacity to detach from my slumbering past wasn't enough to resist the forces to scan again its pages. The difficulty to return again to the world was already seen before the very eyes of others. Surprised to my realization, each page contained only the expression of who I was before. There were happy gestures and incidents that brought delightful impression in my heart and there were moments that brought pain and terror and devoured the solemnity of my reading soul. Pages revealed an ideal expectation beyond the touch of reality. Stories made romanticize to the things that were never happened.

But there was one page that caught me into silence. It was on October 1 on the same year written only in two sentences. It left me hanging asking to myself ''When..." "What happened?" I ceased from a moment, it was a planned date for barkada's trip adventure to a different route in northern part of Cebu. That day gave me too much excitement, for I missed them so much. On the said trip, the beauty was drawn on the faces of my friends plus the different places I've seen. 

The sunshine, the freedom, the cool and serene blue colors of various beaches; the rosy colors of flowers intertwined over the green grasses, and everything that natures bring had turned into dark, pale and harsh day for all of us. The warmness of their presence found me on a chilled place but a little bit restless. I talked with the wind. I played alone to what my eyes had seen. No one heard the trembling commotions. And no one dared to notice it. No one understood the murmur behind my unsolicited smile. With the gnash of the wind, I was lost to the place where nobody knew. Everyone was a stranger. And no one, not even a single soul who tried to lift a hand kept me from the river of oblivion.

Seemingly alive, yet half dead inside, the thing that I thought was always good -- and it was unmistakably wrong. I was hoping and wanting to be part of them. I never expected that for the years we've been together, there was something missing in me: popularity in wealth or in beauty. I didn't have those things. It was natural for one to dream of something because of its reverse beauty and intimacy for someone amiable. There were times, one left oneself solely to the acceptance of other people's life, searching for something ideal was not always ideal for everybody. A food of the one might be bitter or a poison to the other. One's happiness can only be at hand if one's satisfaction or contentment is greatly achieved. I might not have all the beauty and wealth but I had my wit to surpass the vanities of the world.

These written words of nuances and remorsefulness were mere facade of being me as "femmerose." Being hypocrite would greatly acclaim to someone who also claimed sexually to be someone--who was not and never will. I ceased for a moment regrouping the unwritten memories that lay behind each page. It was a calm recompilation of the regaining soul--searching for a place where one certainly belongs. Towards the deepening twilight of the horizon remembering what was before and what is today, I realized what my mother meant and now I'm living a part of the lost pages of my soul.

Related source:  http://voices.yahoo.com/philippine-literature-threedimensional-8471137.html?cat=44

Saturday, May 12, 2012

Results and findings of the study: presenting, analyzing, and interpreting scientific data


The results and findings of the study obtained from the freshmen students as the written outputs were provided with the assessment and feedback as the outcome of the course of study. Likewise, the data were presented, analyzed and interpreted to gain better insights into the strengths and weaknesses of the teaching and learning performance in English among the freshmen students.







This chapter presents the analysis and interpretation of the gathered data that ultimately answer the inquiries sought in the study. The presentation is divided into five parts: Part I gives the data on the level of language proficiency of the freshmen science high school students with reference to pronunciation and correct usage. Part II delineates the results of the mean pretest and post test scores of the students based on the structured lessons of macro-skills’ learning performance. Part III shows whether there is a significant difference in the mean pretest and posttest scores of the students in listening, speaking, reading and writing. Part IV shows the overall results of the mean (pretest and posttest) gain scores in the aforementioned areas of language teaching. Part V entails module which can be proposed based on the findings of the study. Also in this part is the intended course of action administered by the researcher to the students, particularly in the public school – a short course of study within the limited or interval time of instruction that forms part of a larger academic course or training program given to seventy-five (75) students in two selected classes as first year students of a Science High School. 

The results and findings of the study obtained from the freshmen students as the written outputs were provided with the assessment and feedback as the outcome of the course of study. Likewise, the data were presented, analyzed and interpreted to gain better insights into the strengths and weaknesses of the teaching and learning performance in English among the freshmen students.

The effectiveness of structured macro-skills’ development lessons in English hinges on the four (4) areas of language teaching such as listening, speaking, reading and writing. It contains language proficiency indices: accuracy, appropriateness, correct usage, inflection, pronunciation, oral and written English. Each of these items was treated in part as a test. The data gathered were grouped accordingly based on the four (4) main areas as the macro-skills of English language teaching. The data presented were shown the frequency or number as found in the corresponding tables. The pronunciation and correct usage levels of language proficiency of the freshmen science high school students were also shown and treated separately below:

Reference to Pronunciation and Correct Usage 

Table 1 shows the level of language proficiency of the freshmen students. The mean of 75 students with reference to pronunciation was 81.9333 and was rated Very Good while the mean of 75 students with reference to correct usage was 77.5867 and was rated Good.

These high ratings of the freshmen students as a public school could be attributed to the fact that they focused more on their studies and had more chances of studying their lessons not only in school but also at home. They had enough supplemental books as references; thus, they owned them and had more time to research and study the lessons given to them by the subject teacher concerned.

 Students of the aforementioned school, based on this study, were more competent because they had high motivation to beaver away their studies. This supports the idea of Aquino (1989) that the high degree of motivation is a contributing factor to a high competence in learning academic and non-academic subjects.
Besides, the notion is supported by Aristotle that constant study and practice both in school and at home result in excellence which is an art won by training and habituation. Teachers and students do not act rightly because they have virtue or excellence, but they rather have those because they have acted rightly. They are what they repeatedly do. Excellence, then, is not an act but a habit. It is the mark of an instructed mind to rest satisfied with the degree of precision which the nature of the subject admits and not to seek exactness when only an approximation of the truth is possible.

Table 1
Level of Language Proficiency of the Freshmen Science High School Students with Reference to Pronunciation and Correct Usage 

Categories
Mean
Level of Language Proficiency
Pronunciation
81.9333
Very Good
Correct Usage
77.5867
Good

Legend:
        90 and above                    (Excellent)
        80-89                                 (Very Good)
        70-79                                  (Good)
         60-69                                (Fair)
        50-59                                 (Poor)

Mean Pretest and Posttest, Standard Deviation and Error Mean of
the Freshmen Students

Table 2 shows the paired samples’ statistics of the mean pretest and posttest of the macro-skills in language teaching, standard deviation and standard error mean using the SPSS (Statistical Package for the Social Sciences) version 14, a computer program used for statistical analysis.

It also shows the relevance with regard to the freshmen students who took the pretest and posttest scores. It can be gleaned from table 2 that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333. In the standard deviation, the result of pretest is 10.95980 while the result of posttest is 6.07959. Unlike the standard error mean, the result of pretest is 1.26553 while the result of posttest is .70201; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467. In the standard deviation, the result of pretest is 4.92455 while the result of posttest is 3.42471. Unlike the standard error mean, the result of pretest is .56864 while the result of posttest is .39545; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133. In the standard deviation, the result of pretest is 3.28425 while the result of posttest is 3.17649. Unlike the standard error mean, the result of pretest is .37923 while the result of posttest is .36679; the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333. In the standard deviation, the result of pretest is 6.26732 while the result of posttest is 5.29467. Unlike the standard error mean, the result of pretest is .72369 while the result of posttest is .61138. 

It shows further that the posttest score in the speaking area got 1st rank which is 87.1200 while the pretest is 80.5467 of which the difference is 6.5733; the posttest score in the reading area got 2nd rank which is 86.7333 while the pretest is 84.4133 of which the difference is 2.3200; the posttest score in the writing area got 3rd rank which is 85.4400 while the pretest is 76.3333 of which the difference is 9.1067.  

Table 2

       Mean Pretest and Mean Posttest

MACRO-SKILLS
MEAN
STANDARD DEVIATION
STD. ERROR MEAN

Areas
Pretest
Posttest
Pretest
Posttest
Pretest
Posttest
Listening
75.5333
83.1067
10.95980
6.07959
1.26553
.70201
Speaking
80.5467
87.1200
4.92455
3.42471
.56864
.39545
Reading
84.4133
86.7333
3.28425
3.17649
.37923
.36679
Writing
76.3333
85.4400
6.26732
5.29467
.72369
.61138

Paired Samples’ Test/Paired Differences of the Macro-Skills by the Freshmen Students  

To find out if there was a significant difference between the pretest and posttest mean scores of the students exposed to the areas such as listening, speaking, reading and writing, the difference between these two means was subjected to a paired t-test.

It was gleaned from table 3 that the mean of students in the listening area was -7.57333, standard deviation was 10.63291, standard error mean was 1.22778, 95% confidence interval of the difference (lower limit) was -10.0974 and the difference (upper limit) was -5.12692, the c.v. result was -6.168 is greater than the t.v. result which was -10.01974. Therefore, the macro-skill in the listening area was not significant.

The mean of students in the speaking area was -6.57333, standard deviation was 5.31742, standard error mean was .61400, 95% confidence interval of the difference (lower limit) was -7.79676 and the difference (upper limit) was -5.34991, the c.v. result was -10.706 is lesser than the t.v. result which was -7.79676. Therefore, the macro-skill in the speaking area was significant.

The mean of students in the reading area was -2.32000, standard deviation was 2.98265, standard error mean was .34441, 95% confidence interval of the difference (lower limit) was -3.00625 and the difference (upper limit) was -1.63375, the c.v. result was -6.736 is lesser than the t.v. result which was -3.00625. Therefore, the macro-skill in the reading area was significant.

The mean of students in the writing area was -9.10667, standard deviation was 7.38621, standard error mean was .85289, 95% confidence interval of the difference (lower limit) was -10.80608 and the difference (upper limit) was -7.40726, the c.v. result was -10.677 is greater than the t.v. result which was -10.80608. Therefore, the macro-skill in the writing area was not significant.

Mean Gain of the Pretest and Posttest Scores of Freshmen Students

The mean gain test scores of singled-out freshmen students as found in Table 4 of the macro-skills such as listening, speaking, reading and writing as structured in the lessons were used as a result in statistical analysis and computation of the mean pretest and mean posttest. It was disclosed upon interpretation of data that the mean gain in the listening area was obtained as the result of the subtraction of number from the mean pretest which was 75.5333 from the mean posttest which was 83.1067. The findings revealed that only the areas in speaking and reading got the highest posttest percentages of them all. In the writing area, the mean gain was obtained as the result of the subtraction from the pretest which was 76.3333 from the mean posttest which was 85.4400.

To find out and to have the final results: in the listening area, the mean posttest was 83.1067 while the mean gain was -7.57333 which had the lowest mean pretest and posttest percentages as compared to the other areas; in the speaking area, the mean posttest was 87.1200 while the mean gain was -6.57333 which got the 1st rank posttest percentage; in the reading area, the mean gain was -2.32000 which got the 2nd rank posttest percentage and also got 1st rank pretest percentage among them; and in the writing area, the mean gain was -9.10667 which got 3rd rank posttest percentage, next to the speaking and reading areas. Thus, as shown in table 4, it can be gleaned further that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133; and the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333.

Table 4

Mean Gain Posttest Scores of the Students

MACRO-SKILLS
MEAN
MEAN GAIN
Areas
Pretest
Posttest
Listening
75.5333
83.1067
-7.57333
Speaking
80.5467
87.1200
-6.57333
Reading
84.4133
86.7333
-2.32000
Writing
76.3333
85.4400
-9.10667




The 25 adjectives that describe my sexual life!


Oh my Goddess of beauty and love, here I am
Devour me and vest me with your sultry cloth
Give me worth to ensue with you
Wherever you go and whatever I do 
To define my sexual fantasy and set forth
Deep within me for my egoistic shadow
You and I are meant for each other


To describe who I am
Here are the 25 adjectives
That modify my sexual life, and
These are:
carnal,
bodily,
brutal,
brute,
hot,
earthly,
erotic,
fleshly, 


human,
lascivious,
lecherous,
lewd,
libidinous,
licentious,
mundane,
natural,
physical,
prurient, 

sultry,
salacious,
sensual,
sexual,
temporal,
voluptuous,
worldly.

Saturday, May 5, 2012

Academic freedom and good governance come to light with proliferation of kaleidoscopic scenario

 “Everyone in this learning institution agrees that policy reform is of the utmost necessity, and that effective comradeship, as well as governance of the altering process is the correct antidote to excruciatingly slow and often inconclusive determination of the policy results,” said Madame Eutiquia S. Alday. The lead principal who has been given a sobriquet by her colleagues in the teaching profession as Madame X symbolizes a woman in 1940’s with her capacity to administrate the affairs of a standard science high school at present, and carry out the tasks with full trust, confidence, conviction, perseverance, dynamism, respect, loyalty, compassion, along with all the virtues that she has possessed as the lead school principal in first congressional district. 








With the rise in enthusiasm and struggle about the academic freedom, as well as good governance comes with proliferation of kaleidoscopic scenario from different personalities and from all walks of life, including the teaching populace with unity, peace and mutual respect --tackling the same about the themes in indefatigable day-to-day activities.

Life gives out the eminent passion and freedom. It rationalizes the potentialities of one’s actuation and approval to steer and do something prolific for the sake of the student-and-teacher populace and to affirm the indispensability of human aspirations and dreams. The aspirations, according to Madame X, her vision and mission are the priority and prima facie counter example to any hypothesis, perception or manipulation.

The teaching performance with the so-called targeted Mean Percentage Score is a big thing to stamp on: what happens, when it happens, how it happens and when it initiates unfathomably. It’s up to the teacher to excogitate in order for her to take cognizance of the inevitable events.

The principal should be firm in her decisions. She must do something great for the improvement of a learning institution that she steers or she wields over.  The designation serves as the evidence to prove her worth to her subordinates that she is very serious in resolving conflicts and problems in school. The new strategies will apply from time to time to run smoothly with great pace and success. 

Madame X is a thought-provoking name-phrase that supports justice and obedience to everyone. Whatever laws in the land or directives given by the higher officials in the Department of Education to all concerned, this Madame X stands out and speaks for everyone on behalf of all public secondary school heads. This Madame X is no other than Madame Eutiquia S. Alday. Do you know her? Let's find out who she is as a school administrator. 

Madame Eutiquia S. Alday is one of the principals who never said 'no when it comes to challenges.' In fact, she likes challenges. Being an administrator of a public science high school, it is inevitable for her to experience the ups and downs of life, but it is normal to have the dreary experiences as the school head. 

"Dreary experiences in the sense that an administrator encounters some teachers who are so obstinate, and most of them have made decisions without the knowledge of the principal. And most of them are contradicting to the principal's ideas, and they don't conform to the final decision just for the sake of everyone," Madame Alday quipped. 

She said despite the opposing ideas from different savvy quarters, the school administration is also a factor in discipline. It is not amiss to speak or utter that sometimes the principal and teacher encounter disciplinary problems because of unfortunate administrative policies, regulations or practices. Laxity in enforcing school regulations can develop bad habits among teachers and students. Teachers and students learn to be careless about observing regulations, respect for authority, and assuming responsibility. Regulations relative to tardiness, attendance, and interruptions of classwork, etc. should be clearly stated and strictly followed. 

As the lead principal in all public secondary high schools such as Tungkop NHS, Camp 7 NHS, Lipata NHS, Guindaruhan NHS, Tulay NHS, Tubod NHS, Tungkil NHS and Minglanilla National Science High School, Madame Eutiquia S. Alday stressed and shared insights into improving school discipline among the principals of said public secondary schools. 

She emphasized that the school heads must maintain better discipline and composure among the subordinates, even though some of them are very antagonistic, and despite all odds or stumbling blocks that the principal has badly encountered. It is suggested that the best approach should be positive rather than negative. The best measures should be preventive rather than remedial. There's a saying "an ounce of prevention is worth a pound of cure." This adage is exactly what should guide the school administrator and what should strive to eliminate them. 

Madame Eutiquia S. Alday who has been tagged as Madame X is the busiest principal in Cebu South. Her function does not limit to the school alone, but also to all the schools within the Municipality of Minglanilla. Here in this town, she has implemented the imposed general rules and regulations for the forthcoming school year as they are found or reflected in the school directives or memorandums, both local and national, as approved by the schools division superintendent in Cebu Province Division. 

Effective this school year, a school memorandum is hereby directed and enforced strictly to all concerned, exclusively for the teaching and non-teaching personnel of Minglanilla National Science High School, and other public national high schools.The research proposal is intended not only Minglanilla National Science High School but other public high schools, in full support and special participation of Dr. Adolfo as the main researcher of this study, thus exerting effort and time to research the aforementioned research problems of textbooks and computers just for the benefits of students. 

In the remaining part, it said and it categorically quoted as saying that this article has given emphasis to the importance of Quality of Secondary School Science and Research in Education through Advanced Textbooks and Technology. And here is the extract: 

This Action Research Proposal Will Evaluate the Effectiveness of Improving the Quality of Secondary School Science and Research in Education Through Advanced Textbooks and Technology. It will evaluate the effectiveness of improving the quality of secondary school science and research in education through advanced textbooks and technology. 

Specifically, the study will seek a solution to the problem in order to improve the quality of education with the objective of helping all of our students increase their MPS (mean percentage score) performance every year such as DAT (division achievement test), RAT (regional achievement test) and NAT (national achievement test), as well as ameliorate their quality of learning through advanced textbooks and technology which is geared towards focusing on one-on-one multi-classroom textbooks and materials as their peers. The objective is that by the end of the year the students will have at least doubled their learning speed in every subject and will have tremendously improved their 6 facets of understanding, 5 macro-skills, including verbal and non-verbal skills.
 
The Advanced Textbooks and Technology program is based on the latest science and research assessments as the best panaceas for effective learning instruction in the classroom and effective solution to ease out problems, especially in some subjects with low MPS performance. Funding, just to have acquired one-on-one multi-classroom books and materials, is requested for student learning and teacher training: to purchase the required books, and to technologically equip the students with computer's software and hardware for the school's benefit in order to increase MPS with 75% passing percentage per subject every year.
 
To elaborate further based on the preceding texts, the quality of research education, textbook and technology needs to be raised. It has been observed by the concerned principal that there is much to be desired in a secondary level research in education, along with textbooks and technology. I think this poor quality stems from lack of textbooks and computers inside the classrooms. Education is one of the major means which society employs to carry out its national policies. That's why this learning institution as a science high school in Cebu south, Division of Cebu Province, must equip the students with advanced textbooks, including computers in order for them to be competitive and could be able to cope with the quality of secondary school science and research in education.
 
One of the problems of continuing gradual decrease of MPS results in some subjects every year and stagnation of professional secondary science research and technology in education of MNSHS teachers and students is lacking of one-on-one prescribed textbook, including technological and methodical guides, special science and research lectures and reviews. Their peculiarities are determined by the fact that they are designed for those who have taught research and technology in a science education, have mastered 6 facets of understanding and thus, need not to be taught systematized fundamental knowledge. On the other hand, now the work of a science high school teacher requires a continuing mastering of new operations and processes, renewed theoretical knowledge, especially under the attack of new information technologies.
 
Believing that every individual can contribute to achieve the level of information, technical and technological base in the majority of teaching standards no matter how small it is, I introduced and created a firm base to put to practice one the mostly dynamic technologies using the advanced textbooks, along with computers to make the students equip with caliber of intelligence and vast repertoire of science and research experiences.
 
A textbook and a computer, as well as the systems of its delivery serve as a lever, which will allow the research and science of the 21st century to make a decisive step towards the dream of all enlightened teachers and students: to have an access to any advanced textbook with written research document in any point on the globe. Realizing this perspective makes the learning institution of continuing quality of secondary school science and research in education pay special attention to training those teaching and non-teaching personnel in this new technology.
 
Knowledgeable and skilled teachers of Minglanilla National Science High School recognize the significantly greater side effects due to lack of textbooks and computers inside the classroom that commonly occur when the subject teachers are recommended solely based on the diagnostic tests, division achievement test, regional achievement test and national achievement test. However, due to the inadequacy of textbook, research and technology analysis skills and the difficulty in teaching these skills well, many science high school teachers revert to this dangerously simplistic method of choosing old DepEd textbooks and textbook formulas.
 
With regard to computer problems, as what Dr. Carbonell (2009) states "Computer technology explores the use of computer-aided learning to develop skills among learners in differential assessment and decision-making, which are crucial to effective technological practice. Acquiring computers and updating them will tremendously help a lot, thus, making "self-study software" incorporate computer-aided learning and interactive databases" (p. 136). 

Part of advanced planning to be fully equipped with capabilities of such software includes training users on how to: make intelligent and wise decisions on the basis of programs and unlimited information; identify when available information is inadequate for making reliable decisions; assess and single out the best available solution among a limited set of options; identify complex patterns (textbooks and computer-related problem clusters) having probabilistic rather than deterministic structures; and recognize the significance of a wide range of possible solutions and subsets of the textbook definitions and patterns. 

The study has significance because both teachers and students will benefit when the students become more responsible in their actions, and equip them with caliber of intelligence and vast repertoire of learning experiences. Students who spend time to reflect on their actions have possibility to change their self-concept, and fight for what they think is right to have been supplied with 1 textbook per student, furnished with 1 computer per student, and taught through advanced textbooks with science and research approaches in education for the betterment of the school.
 
Our public education system has a lot of problems, dilapidated classrooms and lack of teachers among them. But I believe that if there is one thing we ordinary Filipinos can solve, it is the availability of quality textbooks. In a science high school like Minglanilla National Science High School, we need quality textbooks and every student must have 1 textbook and 1 computer. How can we make quality textbooks available to every school child in this learning institution? Normally, if you want to write a book, you agree with a publisher on the topic and sign a contract with them. 

You, the author, are in charge of writing the content, while the publisher assigns a team composed of editors, illustrators, and proofreaders to make sure that the final manuscript is correct before it gets printed. During the creation phase, only you and the publisher's team have access to the manuscripts. When the manuscript is ready, it is given to the printing team who turns it into a book. For public school textbooks, a little more care is applied. To ensure the quality of textbooks, the Department of Education (DepEd) has a four-step evaluation process, involving a few more evaluators and authorities.
 
This was already in place before a schoolteacher Antonio Calipjo Go discovered. After 10 years of studying textbooks, Mr. Go came to the conclusion that half of the public school textbooks in English, Filipino and Social Studies were "defective." In 2002, he found 400 errors in a single public science high school textbook. And only June of last year, he again uncovered a lot of errors in seven Social Studies textbooks. Mr. Go came out with his findings. DepEd's process is failing and we need a different approach to ensure the quality of public textbooks.
 
In order to solve these emerging problems regarding lack of quality textbooks and computers, as the principal of this learning institution, I have to source out funds from the PTA, LGU and the rich people in the community to purchase computer-units for computer lab, including quality textbooks. Aside from this, in order to have quality of education, in-service retraining should likewise be upgraded from time to time in order for the teacher to be fully equipped with caliber of intelligence. The program is a must since computer science teacher certification is a recent development, thus, most of these teachers were trained in another field. This project is composed of a sequence of courses which will teach the core principles of computer science to these MNSHS teachers.
 
Finally, according to Dr. Buenaventura (2003), "A teaching framework extends the traditional problem textbook-solving method in computer science education in order to increase student motivation. It replaces textbook-computer problems by so-called challenges and in particular emphasizes the learning situation and inspiration of the students. Furthermore it combines several pedagogical principles and applies them in a process of how students learn in a motivating and self-regulated way. In order to justify the necessity of a new concept, problems in the traditional textbook-problem solving approaches in a science high school education are significant" (p. 45).
 
In order for addressing students' motivation changes are necessary, the ensuing change in students may eventually lead to important changes as well in the country and in the world, for it is these students who will one day dictate the course of events in the future. The principal and teacher preparations, the teaching facilities, equipment and materials, and the teaching strategies are among the necessary factors to the quality of instruction, thus improving the quality of secondary school science and research in education through advanced textbooks and technology. 

On the other hand, to pave the way for theoretical framework, and to improve the quality of secondary school science and research in education through advanced textbooks and technology, it is categorically stated that the present study is anchored on the theory of Lado and Orleans (2000) that the technologically-adapted-structured lessons based on macro-skills learning performance can attain more developments in intellectual aspects and acquisition of language. This is a valuable resource in assimilating with peers and adults in developing a sense of personal growth and in finding a place in social, technological and economic life adapted to this capacity and personal preference. 

Attaining the language skill requires the mastery of a system that takes literally years to learn. It has become an established fact that the language facility can raise student's intelligence as measured by intelligence tests. This is so because of the language facility can be determined through speaking and writing. The teacher has to find ways to teach all his students properly because if they are taught properly, the latter can learn technological skills and concepts necessary to effectively function in modern society.
 
The difference between excellent teaching and acceptable classroom performance is no more than the ability to take advantage of opportunities which develop in the context of the classroom, and which cannot be anticipated by even the most talented and skillful authors. The teacher who can make the most of these opportunities will be the one to dominate the materials he/she teaches and to implement a vast repertoire of techniques and procedures for classroom management. The language program should take into account the cognitive and socio-cultural needs of the students, the community in which the school is located, the training, language ability and personality of the teacher, and the present and foreseeable future needs of the society in which our learners are living or planning to live (Makalinao, et al., 2001).
 
In English for Special Purposes (ESP), the desirable goal to strive in language teaching is general communicative competence. Language teaching has a definite purpose, teachers of ESP teach only the requisite for a particular purpose, be it an occupation (business English), or a domain (English for Science and Technology). Thus, before English is done, the baseline experiment on needs analyses is imperative, specifically doing analysis of situations where pilot students will likely find themselves and carefully selecting the English necessary for them to meet the language demands of these restricted domains and contrasting approaches to education (Widdowson, 1998).
 
Learning is indispensable on the part of students who undergo rigid studies of the language, but teaching involves much more than knowledge of methods. However, a well-versed teacher maybe in psychological and linguistic theories, in techniques and methodologies, this knowledge alone will not assure success. And even more basic ingredient of good teaching is the teacher's attitude toward his students and his work. More than ever, we must recognize the teacher's compassionate, intelligent, individual approach to his work as the essential factor in successful language teaching.
 
According to British Education theorist Peter Newsam (2005), the essential factor in successful language teaching as well as a considerable diversity of views exists among analytic and linguistic philosophers regarding the nature of conceptual or linguistic analysis. Some are primarily concerned with clarifying the meaning of specific words or phrases as an essential step in making philosophical assertions clear and unambiguous. 

Others are more concerned with determining the general conditions that must be met for any linguistic utterance to be meaningful; their intent is to establish a criterion that will distinguish between meaningful and nonsensical sentences. Still other language analysts are interested in creating formal, symbolic lingua francas that are morphological in nature. Their claim is that philosophical problems can be more effectively dealt with once they are formulated in a rigorous logical language.
 
Alcantara, et al. (2002) quoted the importance of speech improvement as saying that in teaching, skill in oral communication is recognized as a very important part of the qualification of a teacher. It is axiomatic that instruction can be efficiently and effectively carried out only within the context of effective communication. Hence, good speech, which is basic in communication, is an important concern of every teacher not only as a practical tool but also as a fine art. By implication, speech improvement is both desirable and imperative in teaching, and for that matter, in every human endeavor. 

The kind of speech improvement designed to achieve good speech, is that which takes into consideration not only linguistic principles but also makes use of corrective techniques firmly based on scientific facts and principles. In the Philippines, every vowel in the Visayas dialect is stressed. This explains why children read in a sing-song manner. There are only five (5) sounds for the five vowels. In English, there are various sounds for each of the five (5) vowels. For a alone, a varies in sound in words: can, star, lake, chair. There are strong stresses at regular intervals. The weak-stressed syllables are observed and the final sound of each word is blended with the initial sound of the one following within the same unit. These differences call for sufficient aural-oral preparation before actual speaking of English is done.
 
In teaching English, many teachers make their student commence with the language activities at the same time in their desire to follow the minimum requirements without considering the children's developmental stage. They fail to realize that some students develop slower than the others. For example, writing for training is similar to writing for reinforcement, but it differs in that it is not limited to the reinforcement of grammatical structures (Marquez, 1999).
 
According to Lado, et al. (2000), for purposes of training, writing presents students with patterns of linguistic and rhetorical forms that might be new to them and gives them practice in using and manipulating these new patterns: for instance, "students may be asked to change a general statement: "Thermometers measure temperature," into a definition "Thermometers are instruments which measure temperature." The speed and frequency of international communication have outstripped the speed of teaching and learning languages and demand more effective methods of teaching. With the need for more effective teaching of language goes the need for more effective testing of their use. Communication Arts in English is not taught in a vacuum. Although its objective is to develop in the students the language skills in listening, speaking, reading and writing, the teacher uses content materials in the pursuance of the skills' objectives. In teaching English, the teacher is guided by the assumption that language is trimodal. This means that language is composed of three components or hierarchies which interlace with one another. 

There are three components of language: phonology, structure and lexicon. The first component is phonology. Phonology is the science that deals with sounds. It has two divisions, namely: phonetics and phonemics. Phonetics deals with separate sounds or phones. Its three branches are articulatory phonetics which deals with speech production, auditory phonetics which deals with speech reception, and acoustic phonetics which deals with speech transmission. Phonemics is that branch of structural linguistics which has for its subject matter the organization of phones with groups of faculties of sounds called phonemes (Preece, 2005).
 
Leon-Ladera, et al., in their Speech Communication and Creative Expression for English Teachers (2005), emphasize the importance of aspects of linguistics. There are many different ways to examine and describe individual languages and changes in languages. Nevertheless, each approach usually takes into account the language's sounds (phonetics and phonology), word structure (morphology), and sentence structure (syntax). Most analyses also treat vocabulary and the semantics (meaning) of a language. Any human being learns language starting with the use of mind but he hears the sounds first before he uses them. Listening is very important in learning a language, for learning them at the start wrongly, the individual gets a shaky foundation of the language he is speaking. 

Learning  is seen to be a natural, gradual process, through which student's progress at their own rates. At first it is expected that students will speak or write imperfect English. Through a combination of sensitive error-correction strategies (such as the teacher repeating correctly a student's faulty utterance) and continued practice, the learner's interlanguage will increasingly conform to the target language.
 
The choices of teachers remain to be like those of the artists. Artists' choices are not at random. They are driven by what artists are trying to achieve and they are assessed by the artists every step of the way to assure that the choices being made are congruent with their purpose. Art teachers can help art students become aware of the options they have by having them study art history to review the choices others have made. They can also help by making their students perfect their technique. But it is incumbent upon the artists themselves to create their unique blend that is their own special contribution to others (Mu±oz, et al. 2000).

 It is similar with teaching, according to Patron (2002), teachers must be familiar with the various methods, approaches, and techniques in the teaching and learning not only of language but also of literature to bring out the potential benefits of literature--linguistically, culturally, and aesthetically. Only those who are intimately acquainted with the situation, with the students and with themselves can have the choices they are uniquely suited to make. It is, after all, only the teachers who will be there to assess the outcome of the choices they make. It is only the teachers who are there to make sure that they know why they are doing what they are doing. Simultaneous in learning the sounds of the language the learner uses structure. This is the second component, otherwise known as grammar. This has something to do with structural patterns. A language works in a pattern. It has its own structure which is meaningful to its own speakers. It operates within its own recurring patterns or arrangements which are meaningful to its speakers. In English the sentence structure begins with the subject, followed by the predicate. It is exactly the opposite of Cebuano-Bisaya-sentence that begins with the predicate followed by the subject (Gurdiel, 1992).
 
There is a need to comprehend the ways to teach the English (the target language must be associated with technology-driven skills for the students), particularly in first year High School at Minglanilla National Science High School, Poblacion Ward I, Minglanilla, Cebu. It is important that teachers should provide their students with authentic examples of language to study. It appears clearly that one aspect of authenticity resides in natural, spontaneous speech which has normal irregularities, hesitations and simplifications so that the students are trained to listen for cues that will be present in normal speech and not just in that particular brand of speech spoken only to foreigners.

According to Pahang (1995) in her dissertation entitled "A Correlative Study of the Mental Ability and Language Achievement," this study has something to do with the freshman's actual needs in English. The question is how students can later on develop essays and other literary forms after attending English classes. Some of them will later enjoy reading newspapers and write letters. But others will become tourists, immigrants, hotel clerks, and stewards on cruise ships, journalists, and diplomats, participants in domestic and foreign conferences. Such people will need to be able to communicate orally, write legibly, read with comprehension and understand with other when he speaks. If speech is unintelligible, the act of communication has failed; the person who is supposed to receive the message would fail to respond or if ever a response is made, this may be inappropriate.
 
It is also supported by Gabison (1991) in her study entitled "A Correlative Study of the Mental Ability and Language Achievement," it is worth-noting that these structural lessons are dependent upon the data gathered from the language inventory tests responded to by the learners. For theoretical specificity, these structural lessons consider the four (4) areas of English language teaching, namely: listening, speaking, reading and writing as sequenced in the lessons. The lessons are more on the difficulties and needs of the freshmen as identified by the students and their teachers. Those studying English may be aware of the importance of oral and written communications. The students who are second speakers of the English language expend their efforts to acquire proficiency in this particular language.
 
Students need to be able to communicate orally. That is, a learner needs to comprehend the other fellow when he speaks and vice versa. If speech is unintelligible, the act of communication, needless to say, has failed. The student who is to receive the message fails to respond inappropriately. Thus, it is very important that one should learn to speak as intelligible as possible--not necessarily like native speakers--but well and clear enough to be understood. Communication needs constant practice despite the barrier of the language made culturally diverse from the others. Difficulty of the language is inevitable on the learner who is not native speaker of the language. That is why structured English lessons are a must in the step-by-step study and in-depth analysis done by the students themselves in order to pan out both in oral and written communications in English (Navarro, 2001).
 
There are some techniques suggested to improve the teaching of English language among non-English speakers. A few include 1) the grammar translation approach, which teaches the learner using the mother tongue, 2) the direct approach, which attempts to integrate more use of the target language instruction, 3) the reading approach, which is intended for people who do not travel abroad and reading is the one usable skill in a foreign language, 4) the audio-lingual method, which uses the principles of the direct method, 5) the community language learning, which is patterned after the counseling technique, 6) the silent way, which uses verbal commands, 7) the functional-notional approach, which breaks down the global concept of language into units of analysis in terms of communicative situations in which they are used, and 8) the total physical response, which combines information and skills through the use of the kinesthetic sensory system (Jordan, 2001).
 
Gurdiel (1992) said that English is one of the learning areas that develop the learners' confidence and ability in using the language for effective communication and critical thinking. The macro-skills to be developed are listening, speaking, reading and writing in English.
 
Briones (2003) compared the oral and written English proficiency of the senior secondary students of the University of Southern Philippines, Lahug Campus and found out that the students who are good at oral communication may not at all times be good at written communication. In the same school but in a different campus, Bandajon, et al. (2003) found out that among the first year secondary students, the girls have higher scores than boys in literal comprehension and application in the English subject.
 
Widdowson (2003) assessed the communication skills need of the high school students and found out that speaking and listening skills, together with related micro-skills such as conversational, oral presentation and telephone conversational skills are most useful and applicable in the job setting and recommended for reinforcement of English communication skills in major subject areas.
 
The foregoing literature has clearly shown the factors that facilitate the learning of English language for non-speakers of English--learning said language must be associated and supplied with advanced textbooks and provided with computers in order for the students to become computer-literate. Besides, the teacher preparation, the teaching facilities, equipment and materials, and the teaching strategies are among the necessary factors to the quality of instruction.

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