Standing here before you brings back cherished memories. More than 20 years ago, my husband and I attended our eldest son’s nursery school graduation. Looking at your faces today, I can understand the excitement and pride you feel today.
I am grateful and flattered having been I invited to speak in your graduation. Let me first congratulate all of you on your children’s graduation. Nais ko ring batiin ang lahat ng mga bata na magtatapos sa antas na nursery, kinder at prep. Masaya ba kayo?
Talagang masaya ang skul. Marami kayong ginagawa katulad ng pagsusulat, pagbabasa, pagbibilang. Ano pa? Pagkolor, pagkanta, pagsayaw, paglalaro. Alam nyo bang mapalad kayo? Maraming bata ang hindi nakakapag-aral. Kaya dapat mag-aral kayong mabuti. Ang batang masipag mag-aral lalaking matalino, masaya, maytiwala sa sarili at maydisiplina sa sarili. Ang palatandaan ng batang nag-aaral ay may mabuting ugali. Kapag ang bata ay “bad”, ibig sabihin, di niya ginamit ang tinuro sa kanya sa skul.
To the blessed parents of the graduates, I admire you for the high value you give for education. I am sure you are aware that many elementary graduates cannot read properly; that many high school graduates cannot write a simple paragraph; and worse, many college graduates are jobless due to lack of required skills to perform certain tasks. Kayang-kaya nila ipasa ang Grade I readiness test. Ang mga anak ninyo at nakakasiguro na sila ay mahusay sa maraming gawaing akademic kung ihahalintulad sa iba kapag sila ay nag-aaral na sa mataas na baytang. Nakakasiguro din kayo na ang anak ninyo ay hindi mabibilang sa mga drop outs.
Meron lang sana akong ipapakiusap sainyo. Ituring nyong payong kaibigan. Ang edukasyon ng anak natin ay di dapat lahat iasa sa skul at titser. Ang tunay na edukasyon ay nagsisimula sa loob ng tahanan. Tayong mga magulang ang unang titser ng ating mga anak. Ang kagandahang asal ay tinuturo natin kahit sila ay sanggol pa. Kapag sila ay pumapasok na sa skul, di ibig sabihin nyan na wala na tayong pakialam. Ito ang isang malaking hinanakit naming mga titser sa mag magulang sa public high school . Nagpapatawag kami ng miting, di dumadalo. May problema ang anak, di man lang dumalaw sa skul. Madalas, kapag ang mga magulang ay walang pakialam sa anak, bumabagsak o nag dadrop-out ang kawawang anak. Ayaw nating mangyari yan sa ating mga anak, di po ba?
Mga bata, gusto nyo ba ng kwento? Ang kwento ni Teodora Alonso sa kanyang anak na si Jose Rizal na ating pambansang bayani. Si Jose noon ay tinuturuan magbasa ng kanyang nanay. Kaya lang, tinatamad magbasa si Rizal. Kaya nagkwento na lang ang nanay. Alam nyo ba ang gamu-gamo? Ito ay maliit na paru-parong mahilig lumipad palibot sa ilaw. Noong panahon kasi ni Rizal, di pa uso ang kuryente. Ang gamit nila ay lampara. Si gamu-gamo pinagsabihan ng kanyang nanay na wag lalapit sa ilaw baka siya ay masunog. Si anak, gandang-ganda sa liwanag ng ilaw. Di niya pinakinggan si nanay. Lapit, lapit. E, napasobra ang lakas ng lipad. Kaya nasunog ang kanyang pakpak. Bumagsak, namatay si kawawang gamu-gamo. Ano ang aral na napulot nating sa kwento? Na ang mga bata ay dapat laging masunurin. Mangangako ba kayo na magiging masunurin?
Marami pong salamat sa pakikinig. Muli, congratulations sa inyo!
Saturday, December 15, 2007
Tuesday, December 11, 2007
Strategic Intervention in English for High School Students
STRATEGIC INTERVENTION: VENUE for ENHANCEMENT
I. Introduction
Every year, more Grade VI non-readers are promoted to first year. Every year, the class size increases. In 2002, the Basic Education Curriculum was implemented with the hope that it will remedy the deep-rooted problem in the educational system – the continuous decline in achievement in the basic subjects. Teachers believe they do their part in the instruction of their students faithfully but gain mostly frustration and worst of all gets the blame for the poor achievement of students.
Drawings and illustrations have been proven effective to draw interest in any learning activity. It is successful in encouraging small children to read. High school students are equally excited when introduced to illustrations.
II. Objective
It is the intention of this action research to follow – up on the remedial
instruction program carried out during the previous school year to second year
students. In its humblest effort, it aims to enhance whatever the students
have absorbed from the remedial instruction they have received.
This research aims to prove that strategic intervention materials is beneficial to enhance reading comprehension of the third year students at Las Piñas Golden Acres National High School.
III. Strategies
With the construction of six (6) additional classrooms, class population
has been deflated and the school terminated its three-shift scheme. Along with the
remedial class in reading for first year non-readers, the English Department intends
to inject strategic intervention materials involving six (6) activities which are
expected to help the third year students their mastery of least mastered skills.
The strategic intervention materials are made as additional activities for
the students. The teacher records their performance to be included in the computation of their periodic grade. It is expected that with the instruction received using strategic intervention materials, the students’ performance will gradually improve.
IV. Learning Materials
The package is composed of six (6) sets of materials. Each set begins with a Guide which gives direction how the reader will use the material and what the material is all about. This is followed by 3 to 5 Activities to help development of skill in focus. The Assessment measures how much learning the student attained. Other activities to further apply the skill developed are provided in the Enrichment. The References offers some important points to remember and a list of books to read for more information about the skill in focus.
1. Synonyms and Antonyms. Knowing a variety of synonyms and antonyms can add color and variety to the student’s working vocabulary.
2. Using definitions, examples and illustrations as context clues. Clues provided by the words that surround them will help the reader to understand words he does not understand.
3. Defining a word through logic and contrast. There are times when the meaning of the difficult word is not directly stated. In those cases, it is calls for logical analysis and background knowledge.
4. Predicting outcome. Provides exercises in different ways: First, completing series of a set of figures. Also, predicting outcomes based on a given set of comic cartoon strips. Finally, predicting outcomes based on given situations.
5. Drawing conclusions though pictures and situations. Exercises provided will show the reader how to make conclusions that are valid or based on evidence.
6. Interpreting and paraphrasing lines. The Reader will choose which interpretation suits a message to make its meaning simpler but clearer.
V. Result and Interpretation
The concluding phase of the project was affected by the preparation of NCR NAT mock test for second year, NCAE for fourth year. The fourth quarter was shortened due to the changes in the timetable. In addition to the extensive review, regular classes shifted to checking of answer sheets, and doing frequency of errors. However, the result of the post test based on the 2007 Division Achievement Test is an indication that the strategic intervention materials improved the performance level in English of the third year students.
Year & Section Diagnostic Test Division Achievement Test
III-Rizal 45.27 50.71
III-Bonifacio 29.31 38.28
III-Del Pilar 22.81 32.29
III-Jacinto 23.41 30.86
The table above shows a positive development: The students garnered an average of 7.8 increase in the Division Achievement as compared to their achievement in the Diagnostic Test.
Students from the last two (2) sections were given a post test using 60 parallel items without illustrations/drawings. The primary motive is to check the extent of learning of the examinees. The following is the result of tests administered to measure the performance of the students:
Mean MPS
III-Del Pilar 34.45 57.42
III-Jacinto 32.12 53.52
The above result shows that the students answered correctly more than half of the total number of items. This can be interpreted as near mastery of the skills learned using strategic intervention materials.
VI. Recommendations
Based from the result of the study, this researcher suggests the following to sustain and hopefully improve the performance of the students in all levels of Las Piñas Golden Acres National High School:
1. Teachers in English should painstakingly prepare learning devices using illustrations/drawings, pictures and other graphic presentations;
2. The strategic intervention materials should be used in all levels as supplement to the regular exercises taken from the textbook.; and
3. The use of strategic intervention materials should start right after the diagnostic test and end on the third quarter before the conduct of series of year-end achievement tests; and
4. The school should support the endeavor in the printing of activity cards so as not to encourage teachers to sell xerox copies to students.
I. Introduction
Every year, more Grade VI non-readers are promoted to first year. Every year, the class size increases. In 2002, the Basic Education Curriculum was implemented with the hope that it will remedy the deep-rooted problem in the educational system – the continuous decline in achievement in the basic subjects. Teachers believe they do their part in the instruction of their students faithfully but gain mostly frustration and worst of all gets the blame for the poor achievement of students.
Drawings and illustrations have been proven effective to draw interest in any learning activity. It is successful in encouraging small children to read. High school students are equally excited when introduced to illustrations.
II. Objective
It is the intention of this action research to follow – up on the remedial
instruction program carried out during the previous school year to second year
students. In its humblest effort, it aims to enhance whatever the students
have absorbed from the remedial instruction they have received.
This research aims to prove that strategic intervention materials is beneficial to enhance reading comprehension of the third year students at Las Piñas Golden Acres National High School.
III. Strategies
With the construction of six (6) additional classrooms, class population
has been deflated and the school terminated its three-shift scheme. Along with the
remedial class in reading for first year non-readers, the English Department intends
to inject strategic intervention materials involving six (6) activities which are
expected to help the third year students their mastery of least mastered skills.
The strategic intervention materials are made as additional activities for
the students. The teacher records their performance to be included in the computation of their periodic grade. It is expected that with the instruction received using strategic intervention materials, the students’ performance will gradually improve.
IV. Learning Materials
The package is composed of six (6) sets of materials. Each set begins with a Guide which gives direction how the reader will use the material and what the material is all about. This is followed by 3 to 5 Activities to help development of skill in focus. The Assessment measures how much learning the student attained. Other activities to further apply the skill developed are provided in the Enrichment. The References offers some important points to remember and a list of books to read for more information about the skill in focus.
1. Synonyms and Antonyms. Knowing a variety of synonyms and antonyms can add color and variety to the student’s working vocabulary.
2. Using definitions, examples and illustrations as context clues. Clues provided by the words that surround them will help the reader to understand words he does not understand.
3. Defining a word through logic and contrast. There are times when the meaning of the difficult word is not directly stated. In those cases, it is calls for logical analysis and background knowledge.
4. Predicting outcome. Provides exercises in different ways: First, completing series of a set of figures. Also, predicting outcomes based on a given set of comic cartoon strips. Finally, predicting outcomes based on given situations.
5. Drawing conclusions though pictures and situations. Exercises provided will show the reader how to make conclusions that are valid or based on evidence.
6. Interpreting and paraphrasing lines. The Reader will choose which interpretation suits a message to make its meaning simpler but clearer.
V. Result and Interpretation
The concluding phase of the project was affected by the preparation of NCR NAT mock test for second year, NCAE for fourth year. The fourth quarter was shortened due to the changes in the timetable. In addition to the extensive review, regular classes shifted to checking of answer sheets, and doing frequency of errors. However, the result of the post test based on the 2007 Division Achievement Test is an indication that the strategic intervention materials improved the performance level in English of the third year students.
Year & Section Diagnostic Test Division Achievement Test
III-Rizal 45.27 50.71
III-Bonifacio 29.31 38.28
III-Del Pilar 22.81 32.29
III-Jacinto 23.41 30.86
The table above shows a positive development: The students garnered an average of 7.8 increase in the Division Achievement as compared to their achievement in the Diagnostic Test.
Students from the last two (2) sections were given a post test using 60 parallel items without illustrations/drawings. The primary motive is to check the extent of learning of the examinees. The following is the result of tests administered to measure the performance of the students:
Mean MPS
III-Del Pilar 34.45 57.42
III-Jacinto 32.12 53.52
The above result shows that the students answered correctly more than half of the total number of items. This can be interpreted as near mastery of the skills learned using strategic intervention materials.
VI. Recommendations
Based from the result of the study, this researcher suggests the following to sustain and hopefully improve the performance of the students in all levels of Las Piñas Golden Acres National High School:
1. Teachers in English should painstakingly prepare learning devices using illustrations/drawings, pictures and other graphic presentations;
2. The strategic intervention materials should be used in all levels as supplement to the regular exercises taken from the textbook.; and
3. The use of strategic intervention materials should start right after the diagnostic test and end on the third quarter before the conduct of series of year-end achievement tests; and
4. The school should support the endeavor in the printing of activity cards so as not to encourage teachers to sell xerox copies to students.
Monday, December 3, 2007
Eat to Live not Live to Eat
"Eat and drink for tomorrow we die." That's an overused, abused quotation by Shakespeare. Many young people acquire diseases out of wrong eating practices. When my eldest was a kid, I was strict that he does not bring softdrink to school. Junkfood, as we call it, has been here since Coke came to the country. Filipinos, who are blessed to enjoy the abundance of agriculture, aquaculture, are extremely influenced by a foreign eating culture, disregarding our own rich harvests from the farms both in land and in water. I was shocked then that a seven-year old child can acquire urinary tract infection.
With the licensing of franchises of fastfood companies, Filipinos have frequented shopping malls. Traditional food are prepared for ordinary days. French fries, hamburger, spaghetti, softdrink: Name the brand, you get it. So, what is the result?
My younger sister who has unbelievable appetite had gallstones operated. I knew it was possible with the eating habit she had. That was more than five years ago. What I can't believe that a 27-year olde niece has acquired gall stones as well. Well, I have witnessed the family's passion for food in capital P. I was not the type of aunt who openly expresses ideas to this particular relatives because I am sure they're intelligent enough to discern simple truths. Now, it happened. How many times do we have to learn that moderation is the rule of the game? We have to play the game by its rule, or how do you like to go under the knife?
With the licensing of franchises of fastfood companies, Filipinos have frequented shopping malls. Traditional food are prepared for ordinary days. French fries, hamburger, spaghetti, softdrink: Name the brand, you get it. So, what is the result?
My younger sister who has unbelievable appetite had gallstones operated. I knew it was possible with the eating habit she had. That was more than five years ago. What I can't believe that a 27-year olde niece has acquired gall stones as well. Well, I have witnessed the family's passion for food in capital P. I was not the type of aunt who openly expresses ideas to this particular relatives because I am sure they're intelligent enough to discern simple truths. Now, it happened. How many times do we have to learn that moderation is the rule of the game? We have to play the game by its rule, or how do you like to go under the knife?
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