My teacher asked the class to make some interviews about the reading interest of children nowadays.
From the 10 respondents here is the list of books they had read.

1.      Interview a 10 children and ask them to submit name of their ten children`s books and why? How do their choices reflect their particular age and stage of development? 

Name of Child: Al Vincent S. Commendador

Age/ Sex: 13 years old/ Male

School: Sacred Heart Diocesan School

Parents` name: Allan P. Commendador

                        Venus S. Commendador

Parents` occupation: Farmer

                                Housewife

Residence: Dipolo, Molave Zamboanga del Sur

Titles of Books Read:

1.      Mga Anak ng Araw. Bakit iba-iba ang Kulay ng mga Lahi (Children of the Sun. Why different races have different Colors)   Rene O. Villanueva

2.      Urduja    Lina R. Felimon

3.      Makabayang Pilipino 1: Matapat na Pilipino

4.      Into the Future: Science and Health

5.      Conceptual Integrated Science Johnson Hewitt

Name of Child: Nadine D.  Salisid

Age/ Sex: 12/ Female

School: Dipolo, Molave, Zamboanga del Sur

Parents` name: Rogaciano Salisid Jr.

                        Maricel D. Salisid

Parents` occupation: Farmer

                                 Farmer

Residence: Dipolo, Molave, Zamboanga del Sur

Titles of Books Read:

1.      Hipon and Biya (Shrimps and Goby Fish) Carla M. Pacis

2.      Luis and the Enchanted Creatures  Marcy Dans Lee

3.      Urduja    Lina R. Felimon

4.      Introductory and Intermediate Algebra for College Students Blitzer Smith

5.      English Expressways

Name of Child: Arzei John Erickson S. Fiel

Age/ Sex: 13/ Male

School: Sacred Heart Diocesan School

Parents` name:  Arnold Y. Fiel

                        Ma. Liezle S. Fiel

Parents` occupation:

                                    Teacher

                                    Teacher           

Residence: Abad Santos Street Molave, Zamboanga del Sur

Titles of Books Read:

1.      Ang Huling Puno (The Last Tree) as told by Richard Reynante

2.      May Leon sa aking Dibdib (There is a Lion in my chest) as told as by Eugene Y. Evasco 

3.      Alamat ng Sibuyas (Legend of the Onion) Augie Rivera

4.      Maria Cacao, Ang Diwata ng Cebu (Maria Cacao the Fairy of Cebu) as retold by Rene O. Villanueva 

Name of Child: Mark Joseph S. Salisid

Age/ Sex: 12/ Male

School:  Kahayagan Nationl High School

Parents` name:  Melchor A. Salisid

                        Fe S. Salisid

Parents` occupation:

                                    Carpenter

                                    Housewife

Residence: Kahayagan Aurora Zamboanga del Sur

Titles of Books Read:

1.       Biology Concepts and Connections Scot Campbell

2.      English Expressways

3.      Introductory and Intermediate Algebra for College Students Blitzer Smith

4.      Into the Wild Dan Teal 

5.      Donkey Miller Woodrew

Name of Child: Ria Mae A. Camasura

Age/ Sex: 15/ Female

School: Molave Vocational Technical School

Parents` name:  Edgar G. Camasura

                        Merlinda A. Camasura

Parents` occupation:

                                    Driver

                                    Housewife

Residence:  Dipolo, Molave Zamboanga del Sur

Titles of Books Read:

1.      The Warrior Dance, and Other Classic Philippine Sky Talesas told by Neni Sta. Romana-Cruz 

2.      English Expressways

3.      Conceptual Integrated Science Johnson Hewitt

4.      Biology Concepts and Connections Scot Campbell

Name of Child: Vauggne Joseph L. Tesoro

Age/ Sex: 13/ Male

School: Sacred Heart Diocesan School

Parents` name:  Antonino G. Tesoro

                           Gina L. Tesoro

Parents` occupation:

                                    OFW

                                    OFW

Residence: Abad Santos Street Molave, Zamboanga del Sur

Titles of Books Read:

1.      Ang Tandang sa Araw (A Rooster in the Sun) as told by Becky Bravo 

2.      Juan Tamad (Lazy Juan) as retold by Rene O. Villanueva

3.      Tubble Wubble. The Clumsy Little Turtle “An I-Like-Myself “book as told by Gidget R. Jimenez

Name of Child: Charles Joshua Borbon

Age/ Sex: 12/ Male

School: Molave Vocational Technical School

Parents` name:  Joerene Borbon

                        Leilia Borbon

Parents` occupation:

Teacher

Teacher

Residence: Abad Santos Street Molave, Zamboanga del Sur

Titles of Books Read:

1.      The Warrior Dance, and Other Classic Philippine Sky Talesas told by Neni Sta. Romana-Cruz 

2.      English Expressways

3.      Conceptual Integrated Science Johnson Hewitt

4.      Biology Concepts and Connections Scot Campbell

5.      Hipon and Biya (Shrimps and Goby Fish) Carla M. Pacis

6.      Luis and the Enchanted Creatures  Marcy Dans Lee

7.      Urduja    Lina R. Felimon

8.      Introductory and Intermediate Algebra for College Students Blitzer Smith

9.      English Expressways

Name of Child: Stephanie Anne C. Salisid

Age/ Sex: 12/ Female

School: Dipolo Elementary School

Parents` name: Bonifacio S. Salisid

                        Mary Jane Salisid

Parents` occupation: Farmer

                                Farmer

Residence: Dipolo Molave Zamboanga del Sur

Titles of Books Read:

1.   Bahay Kubo illustrated by Hermés Alégré

2.   The Warrior Dance, and Other Classic Philippine Sky Talesas told by Neni Sta. Romana-Cruz 

3.   The Termite Queen, and Other Classic Philippine Earth Tales as told by Sylvia Mendez Ventura 

4.   Antukin, Philippine Folk Songs and Lullabyes, selected byFelicidad A. Prudente

5.   The Night Before Xmas Delint Kennedy

Name of Child: Rodel L. Lampon

Age/ Sex: 11/  Male

School: Molave Regional Pilot School

Parents` name:  Rolly L. Lampon

                        Merlinda L. Lampon

Parents` occupation: Fireman

                                 Housewife

Residence: Abad Santos Street Molave Zamboanga del Sur

Titles of Books Read:

1.      The Warrior Dance, and Other Classic Philippine Sky Talesas told by Neni Sta. Romana-Cruz 

2.      English Expressways

3.      Conceptual Integrated Science Johnson Hewitt

4.      Biology Concepts and Connections Scot Campbell

Name of Child: Hannah A. Saberon

Age/ Sex: 10/  Female

School: Molave Regional Pilot School

Parents` name:

                        Charlina A. Saberon

                        Rustom R. Saberon

Parents` occupation:

                        Housewife

                        Driver

Residence: Tiparak Tambulig Zamboanga del Sur

Titles of Books Read:

1.      Hipon and Biya (Shrimps and Goby Fish) Carla M. Pacis

2.      Luis and the Enchanted Creatures  Marcy Dans Lee

3.      Urduja    Lina R. Felimon

4.      Introductory and Intermediate Algebra for College Students Blitzer Smith

5.      English Expressways

Name of Child: Arthur A. Arnaiz

Age/ Sex: 12/ Male

School: Molave Vocational Technical School

Parents` name:

                        Victora A. Arnaiz

                        Lolita A. Arnaiz

Parents` occupation:

Driver

Housewife

Residence: Upper Tiparak Tambulig, Zamboanga del Sur

Titles of Books Read:

1.Bahay Kubo illustrated by Hermés Alégré

      2. The Warrior Dance, and Other Classic Philippine Sky Talesas told by Neni Sta. Romana- Cruz 

3. The Termite Queen, and Other Classic Philippine Earth Tales as told by Sylvia Mendez Ventura 

      4. Antukin, Philippine Folk Songs and Lullabyes, selected byFelicidad A. Prudente

5.      The Night Before Xmas Delint Kennedy

How do their choices reflect their particular age and stage of development?

Their choices reflect their particular age wherein they can just swap books and borrow from one another since they are just living near each other and often hang-out with each other. As of their other their stage of development they are in the same grade level and they often have similar learning style and reading habit. They are also coming from same school and has been in the same teacher in the same subject wherein they are required to read the same books.

2. Interview one child concerning his reading habits, likes and dislikes. Interview one of his/her parents to determine the reading environment in the home. What relationships can you identify?

Name of Child: Vauggne Joseph L. Tesoro

Age/ Sex: 13/ Male

School: Sacred Heart Diocesan School

Parents` name:  Antonino G. Tesoro

                           Gina L. Tesoro

Parents` occupation:

                                    OFW

                                    OFW

Residence: Abad Santos Street Molave, Zamboanga del Sur

Titles of Books Read:

1.      Ang Tandang sa Araw (A Rooster in the Sun) as told by Becky Bravo 

2.      Juan Tamad (Lazy Juan) as retold by Rene O. Villanueva

3.      Tubble Wubble. The Clumsy Little Turtle “An I-Like-Myself “book as told by Gidget R. Jimenez

Reading  Habit		Parents	Relationships
Likes	Dislikes	Reading Environment	Literate Adult
Short  and action stories	Long and boring books	The reading environment should be conducive to the comprehensive learning.	The parents are the responsible adult  who will play an important role in the developing of the child in terms of reading literacy.
Books with pictures	Books with more words than pictures	The reading environment should be free from noise and has a proper lighting system.	The parents should provide conducive to learning environment and enough reading materials.

3. Look for 2 books children which have a review made on them. Compare these reviews?

Book Review 1

Charlie and the Chocolate Factory

This review was written by Stephany Aulenback

  What parents need to know

Parents need to know that, overall, this story is a vividly told wild ride with amusing, cartoon-like sketches that will keep kids excited and laughing. Various forms of bad behavior are demonstrated -- but the punishments perfectly fit the crimes. The main character also lives a life of poverty that's portrayed as bleak and depressing, although the love between him and his family makes their day-to-day struggles more bearable.  

What's the story?

Poor Charlie Bucket is practically starving to death, but his luck changes for the better when he wins a lifetime supply of candy--and a chance to visit Willy Wonka's fabulous, top-secret chocolate factory. This charming, irreverent tale, one of Roald Dahl's best, has captivated children for more than thirty years.

Five lucky people who find a Golden Ticket wrapped in one of Willy Wonka's wonderful candy bars win a visit to his mysterious chocolate factory. Charlie Bucket is too poor to buy more than one candy bar a year, so when he wins a ticket, his whole family celebrates.

The four other lucky children are not as nice as Charlie, and they're punished for their bad behavior. Greedy Augustus Gloop falls into the chocolate river he's trying to drink from and gets sucked up a pipe. Chewing-gum addict Violet Beauregarde grabs a stick of gum that blows her up into a giant blueberry. Spoiled Veruca Salt is deemed a "bad nut" by Wonka's trained squirrels and thrown in the garbage. And Mike Teavee demands to be "sent by television" and gets shrunk in the process. But there's a wonderful surprise waiting for Charlie at the end of the tour.

  

 

Is it any good?

Rarely, if ever, has a morality tale been dressed up in such an entertaining story. Roald Dahl clearly has a point to make here, but never does the reader feel he is preaching; he's just reveling in giving spoiled kids their most perfectly just comeuppance. Dahl has peopled these pages with some highly memorable bad children, and readers everywhere love to laugh with glee at their crazy behavior--and its consequences.

In the best fairy-tale tradition, Dahl doesn't hide the fact that the world can be a grim and unfair place. Charlie's depressing life of poverty at the beginning of the novel reflects this bleak view. But, also in the best fairy-tale tradition, Dahl appeals to the strong sense of natural justice in children, and invites them to revel in a marvelously imagined world where people, both good and bad, get exactly what they deserve. It's also a place where they make "eatable marshmallow pillows," "hot ice cream for cold days," "fizzy lifting drinks" that make you float, and "rainbow drops" that let you "spit in six different colours." And, in the end, it's just the place for Charlie.

  

Book Review 2

Green Eggs and Ham

This book review was written by Carina Mcdonagh

'Green Eggs and Ham' by Dr. Seuss is a delectable tongue twister of a story. The simple lexis is constantly repeated and turned on its' head to make for a fast paced, action packed rhythmic tale. The simple premise for the story is 'Sam I Am' trying to persuade or force his very unwilling friend to try green eggs and ham. Through this process the pair travel to different places and meet interesting characters. By the end of the story 'Sam I Am' manages to make his friend try the green eggs and ham and much to Sam's surprise he actually likes them!

What parents need to know

Parents need to know that this classically silly story shows characters doing a few dangerous things -- like driving a car into the treetops and, later, on top of a moving train. But since the tone is overtly comical, most kids will know that they shouldn't try these things at home. The narrator takes part in the exhausting back-and-forth of offer and refusal - a situation many readers can relate to.
While 'Green Eggs and Ham' is also a useful story to use in the early years to encourage children to try different foods and could be extended with tasting unusual foods, making different colored foods ie. blue biscuits using food coloring and mixing colors. The story is also a rich source of rhyming words which are simple to understand, children in key stage one could make lists of rhyming words taken from the story, they could then go on to make up their own poems using some of the words. They could also write about or draw their own favorite foods and explain where and how they would persuade a friend to try them. I have used a CD ROM version of the story that children can access for themselves, in this way children can read the story at their own pace and pause at particular parts that interest them.

'Green Eggs and Ham' is part of a range of rhyming stories including 'Fox in Socks' and The Cat in the Hat' that all encourage children's enjoyment of words. They are humorous stories that appeal to adults and children alike.

Comparison of the two book reviews.

The two reviews has both touch the content, illustration and the style of the author but the review of Charlie and the Chocolate Factory review written by Stephany Aulenback is a favorable book review for me as to the way she writes and it doesn`t use difficult words and has classified its discussion by putting  key question in each paragraph. While Carina Mcdonagh in her review of Green Eggs and Ham focuses mainly on its technicalities like the way it should be read by the adult story teller and its moral it gives to the child as the reader.

4.      What do you think we considered in the reviews- content, illustration, style, etc.?

For me, A book review must have a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book. It should focus on the book's purpose, is it to teach a lesson or to inform, content as to words should not be too technical to consider the child as a reader, and authority to teach lesson. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluate how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation.

I am very lazy but I love you guys so here`s my post about my seminar in my field study.

Frank Tannenbaum once said that Intellectual fellowship encompasses both the theorist and the practitioner...scholars may come from the academy or the mundane world. Only in this fashion can we hope to rediscover the unity of knowledge and lay the foundation for the wisdom man requires.” So as an educational institution for excellent teacher education the College of Education (CED) take intellectual risks that might not otherwise assume. They provide something every great institution needs: a small area where activities are fast, and economical.

For me the Field Study or FS seminar was an outreach also offers to both worlds the fruits of interaction and mutual criticism, as well as the advantages of close contacts: a place to network, establish ties, exchange scholarly or professional news, or explore either side of the job market.

Field study seminar was held on January 18,2014 in the MSU-IIT. Student having Field study 4, 5, and 6 gathered to listened and learned from the resource speakers. T he first lecturer speaker gave a lively talk about ICT  and the web 2.0 in teaching to boost learners interest in the teaching and learning process. It was a good thing that the CED to come up an idea of a seminar to enhance learning in its best way.

The students were also given a snack that is also served during the giving of a surprise number from a student. The second part of the seminar was also a talk about classroom management. The seminar last concluded with the student like loaded with knowledge from the speakers and their valuable advices from the real world teaching.

As the saying goes... that books over boys.

Here is my new views about the teaching profession.

11.   What is teaching?

Teaching is a profession that can yield something amazing when the right ideas and beliefs are implemented in the classroom. I hold many ideas and beliefs about teaching. I have held some of these beliefs for a very long time, while others have come about as a result of the educational experiences I have had over the years as a pre service teacher. Teaching refers to the process of imparting knowledge and skills from a teacher to a learner. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual.

2.   What are the principles of teaching? (Explain each principle)

 1.  Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.

When we teach, we do not just teach the content, we teach students the content. A variety of student characteristics can affect learning. For example, students’ cultural and generational backgrounds influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and students’ prior knowledge (both accurate and inaccurate aspects) shapes new learning. Although we cannot adequately measure all of these characteristics, gathering the most relevant information as early as possible in course planning and continuing to do so during the semester can (a) inform course design (e.g., decisions about objectives, pacing, examples, format), (b) help explain student difficulties (e.g., identification of common misconceptions), and (c) guide instructional adaptations (e.g., recognition of the need for additional practice).

 

2. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities.

Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning.

3.  Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

There is amazing variation in what is expected of students across American classrooms and even within a given discipline. For example, what constitutes evidence may differ greatly across courses; what is permissible collaboration in one course could be considered cheating in another. As a result, students’ expectations may not match ours. Thus, being clear about our expectations and communicating them explicitly helps students learn more and perform better. Articulating our learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course) gives students a clear target to aim for and enables them to monitor their progress along the way. Similarly, being explicit about course policies (e.g., on class participation, laptop use, and late assignment) in the syllabus and in class allows us to resolve differences early and tends to reduce conflicts and tensions that may arise. Altogether, being explicit leads to a more productive learning environment for all students.

   

  4.   Effective teaching involves prioritizing the knowledge and skills we choose to focus on.

Coverage is the enemy: Don’t try to do too much in a single course. Too many topics work against student learning, so it is necessary for us to make decisions – sometimes difficult ones – about what we will and will not include in a course. This involves (a) recognizing the parameters of the course (e.g., class size, students’ backgrounds and experiences, course position in the curriculum sequence, number of course units), (b) setting our priorities for student learning, and (c) determining a set of objectives that can be reasonably accomplished.

 

5.  Effective teaching involves recognizing and overcoming our expert blind spots.

We are not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (e.g., make connections, draw on relevant bodies of knowledge, and choose appropriate strategies) and so we often skip or combine critical steps when we teach. Students, on the other hand, don’t yet have sufficient background and experience to make these leaps and can become confused, draw incorrect conclusions, or fail to develop important skills. They need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. Though it is difficult for experts to do this, we need to identify and explicitly communicate to students the knowledge and skills we take for granted, so that students can see expert thinking in action and practice applying it themselves.

6.      Effective teaching involves adopting appropriate teaching roles to support our learning goals.

Even though students are ultimately responsible for their own learning, the roles we assume as instructors are critical in guiding students’ thinking and behavior. We can take on a variety of roles in our teaching (e.g., synthesizer, moderator, challenger, commentator). These roles should be chosen in service of the learning objectives and in support of the instructional activities.  For example, if the objective is for students to be able to analyze arguments from a case or written text, the most productive instructor role might be to frame, guide and moderate a discussion.  If the objective is to help students learn to defend their positions or creative choices as they present their work, our role might be to challenge them to explain their decisions and consider alternative perspectives. Such roles may be constant or variable across the semester depending on the learning objectives.

7.      Effective teaching involves progressively refining our courses based on reflection and feedback.

Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate (e.g., something is not working, we want to try something new, the student population has changed, or there are emerging issues in our fields).  Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness.  Much of this information already exists (e.g., student work, previous semesters’ course evaluations, dynamics of class participation), or we may need to seek additional feedback with help from the university teaching center (e.g., interpreting early course evaluations, conducting focus groups, designing pre- and posttests). Based on such data, we might modify the learning objectives, content, structure, or format of a course, or otherwise adjust our teaching. Small, purposeful changes driven by feedback and our priorities are most likely to be manageable and effective.

3.   What is learning?

Learning is often defined as a relatively lasting change in behavior that is the result of experience. Learning became a major focus of study in psychology during the early part of the twentieth century as behaviorism rose to become a major school of thought. Today, learning remains an important concept in numerous areas of psychology, including cognitive, educational, social, and developmental psychology.

4.   What are the characteristics of learning?

(1) Learning is growth

The individual grows as he lives. This growth implies i both physical as well as mental development of the learner. The individual gains experiences through various activities. These are all sources of learning. The individual grows through living and learning. Thus growth and learning are inter-related and even synonymous.

(2) Learning is adjustment

Learning enables the individual to adjust himself properly, with the new situations. The individual faces new problems and new situations throughout his life and learning helps him to solve the problems encountered by him. That is why; many psychologists describe learning as "a process of progressive adjustment to the ever changing conditions which one encounters." The society in which we live is so complex and so dynamic that any one type of adjustment will not be suitable for all or many situations and problems. It is through learning that one could achieve the ability to adjust adequately to all situations of life.

(3) Learning is purposeful

All kinds of learning is goal-oriented. The individual acts with some purpose. He learns through activities. He gets himself interested when he is aware of his objectives to be realized through these activities. Therefore all learning is purposive in nature.

(4) Learning is experience

The individual learns through experiences. Human life is fall of experiences. All these experiences provide new knowledge, understanding, skills and attitudes. Learning is not mere acquisition of the knowledge, skills and attitudes. It is also the reorganization of experiences or the synthesis of the old experiences with the new.

(5) Learning is intelligent

Mere cramming without proper understanding does not make learning. Thus meaningless efforts do not produce permanent results. Any work done mechanically cannot yield satisfactory learning outcomes. Learning therefore must be intelligent.

(6) Learning is active

Learning is given more importance than teaching. It implies self-activity of the learning. Without adequate motivation he cannot work whole-heartedly and motivation is therefore at the root of self-activity. Learning by doing is thus an important principle of education, and the basis of all progressive methods of education like the Project, the Dalton, the Montessori and Basic system.

(7) Learning is both individual and social

Although learning is an individual activity, it is social also. Individual mind is consciously or unconsciously affected by the group activities. Individual is influenced by his peers, friends, relatives’ parents and classmates and learns their ideas, feelings and attitudes in some way or others. The social agencies like family, church, markets, and clubs exert immense, influence on the individual minds. As such, learning becomes both individual as well as social.

(8) Learning is-the product of the environment

The individual lives in interaction of the society. Particularly, environment plays an important part in the growth and development of the individual. The physical, social, intellectual and emotional development of the child is molded and remolded by the objects and individuals in his environment. Therefore, emphasized that child's environment should be made free from unhealthy and vicious matters to make it more effective for learning.

(9) Learning affects the conduct of the learner

Learning is called the modification of behavior. It affects the learner's behavior and conduct. Every learning experience brings about changes in the mental structure of the learner. Therefore attempts are made to provide such learning experiences which can mould the desired conduct and habits in the learners.

5.   What are the principles of learning? (Explain each principle)

Principles of Learning (Horne and Pine, 1990 in Corpuz and Salandanan, 2007)

1.      Learning is an experience which occurs inside the learner and is activated by the learner. This means that learning will not take place unless the learner her/himself allows it to happen in his/her mind. It is not primarily controlled by the teacher, rather on the learners' wants, interests and motivation to learn. In real classroom setting, the teacher must engage learners in activities that are connected to their lives.

2. Learning is the discovery of the personal meaning and relevance of ideas. This is somewhat the same with principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to the learners' needs, interests and problems.

3. Learning is a consequence of experience. In short, use experiential learning as much as possible period. Hehehe...

4. Learning is a cooperative and collaborative process. Learners will learn more if they are given chances to work together and share ideas. Make use of group activities.

5. Learning is an evolutionary process. Learning especially if this means a change in behavior, does not happen in a click. This requires time and diligence. So as teachers, be patient. Be patient. Be patient. Be patient.

6. Learning is sometimes a painful process. This means that learning requires sacrifice, hardwork, study time. Let the learners realize this okay?

7. One of the richest resources for learning is the learner him/herself. Let's not be too "centered" upon ourselves. Let's draw the discussion not only on our own experiences as teachers but on the learners' experiences as well. Listen and let the learners share their prior knowledge, stories, information, etc that can enrich the learning process. Encourage free sharing inside the classroom. 

8. The process of learning is emotional as well as intellectual. Learners can't learn that much if they have something that is bothering their minds. These can be problems and worries they have either in or out of the classroom. Thus, as teachers, let us be sensitive to our students' problems. We can't teach learners with empty stomachs remember?

9. The process of problem solving and learning are highly unique and individual. Make use of different teaching strategies that can cater multiple intelligences and learning styles. This principle states that learning processes are highly engaged in problem solving wherein what was learned can eventually be used in order to solve problems. Upon problem-solving processes, the tendency to learn more is also possible.

6.   Do you agree with these principles? Or they are not always correct?

If learning is a ship; the student/s are the captain and teacher/s are the map and the voyage is wherein learning will take place. Maps are there to guide the captain help him in navigating his course at the sea, but whether the captain will use the map is his own prerogative. In order for the captain to use the map, the map itself has to be in perfect condition it has to be readable, easily understandable, and of course it must be updated. As you can see above, there are nine (9) principles of learning according to Horne and Pine (1990). Each principle is used in different learning experience and different scenarios. It is there for us (teachers) to remember that learning is not merely a classic picture of students sitting in their chairs while a teacher talk, talk, and talk in front. That simply is not enough for us to conclude that learning took place already. Students might disagree, if I may say so myself some of us will still do, that learning is first and foremost began when the student himself is ready to learn. But that is the truth, we would see a continuous struggle between teachers and students always blaming one another, ready to fight just to prove that the other one is the problem (teacher or student) and not him (teacher or student). So for us to settle various queries or discussion on whose to blame it is important for students to understand that he alone, no matter how dull the teacher is, can choose whether he will learn new things or settle to what he already know. But that doesn't mean that the teacher wouldn't do his part, it is expected that teachers will continue to excel and not settle for less. After all teaching is an art embody in science. It is said (correct me if I am wrong) that simple knowledge or recall is the easiest thing to master because it is the lowest level of thinking. That is why learning has to meant something, teachers must relate their lessons to the needs, interests, and problems of the learners. Therefore, what will occur in the learning process will be relevant and applicable to the lives of the students.

MAPEH 1: Foundation of Music, Arts, Physical Education and Health

Introduction

What makes a teacher? Teaching is like a salad. Think about it. If you were to attend a party for any given holiday, the number of and variations to each salad recipe that might be present for consumption could outnumber those present at the party. There are so many different ways to teach, varying circumstances to take into account, and philosophies to apply to each classroom. And what better way to have a positive impact on the world than to offer knowledge for consumption? The term ‘teacher’ can be applied to anyone who imparts knowledge of any topic, but it is generally more focused on those who are hired to do so (teach, n.d., n.p.). In imparting knowledge to our students, it is inevitable that we must take into account our own personal philosophies, or pedagogies, and determine not only how we decide what our philosophies are, but also how those impact our consumers.

Philosophy	General Education	Music	Arts	Physical Education	Health
Perennialism Perennialists believe that one should teach the things that one deems to be of everlasting pertinence to all people everywhere. They believe that the most important topics develop a person.	Perennialists are instructors who feel that the knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein. Perennialists base their teachings on reason, logic, and analytical thought. Only information that stood the test of time is relevant. They do not illicit student input. The classes most likely to be considered under this approach would be history, science, math, and religion classes (Educational Philosophies in the Classroom, pg.1).	In teaching music a perennialist teacher uses traditional techniques, old book references and classical music genre in the classroom and they will not let the choice of music by the students be presented in the classroom.	The teacher as a perrenialist teaches the widely used techniques in artworks that has been used years ago by artist. They will  not let the students do use contemporary artwork techniques.	The P.E teacher will not recognize the new kinds of exercises instead they make use of old ways to do a warm-up exercise.	The teacher may use old textbooks in health education compared to the new information in the internet.
Pragmatism  Pragmatism is a rejection of the idea that the function of thought is to describe, represent, or mirror reality. Instead, pragmatists develop their philosophy around the idea that the function of thought is as an instrument or tool for prediction, action, and problem solving.	Instruction is organized around problem-solving following the steps of the scientific method - emphasizes the need to act on concepts by testing them (Ornstein, 2003, p.104).	The teacher is focus on the step by step process in learning certain music from a single beat to a complicated song by doing a practicum.	The teacher uses the method of doing a project example a sketch project after learning from a lecture about sketching techniques.	The P.E. teacher will be first discuss the important concept of doing warming up and cooling down before and after a extreme exercise and after that act on the concept learned	The teacher will let the student do a research activity about a science experiment and will let them know the concept of scientific steps in solving a problem and do an own research experiment.
Idealism Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting, the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused this view about 400 years BC	Focuses on a subject-matter curriculum emphasizing the great ideas of the culture.  Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge). (Ornstein, 2003, p.99).	An idealist teacher will make the topic be more focused like in Music the teacher will give a lecture and will let the student do a collaborative work on discussion about a topic example a topic about melodies.	An idealist teacher will most likely do a lecture before an assessment of how well the student learn the topic like when the topic is about basic form of art. An idealist teacher will first hold a lecture o the topic and afterwards do an assessment like a pen and paper test, not necessarily the practical assessment.	An idealist teacher in P.E. classes will most likely do a lecture on the topics than let the students do a practical activity. Like a warm up exercise the teacher will first do lecture then let the students perform their own exercise.	The Body Systems be first be lectured in the classroom and a dialogue or a brainstorming of ideas in the class as an assessment in how well they learn the topic will be the strategy of the teacher.
Realism Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method.	A subject-matter curriculum stressing objective knowledge and values. Reality is objective, meaning everyone should obtain the same results regardless of what he does or how he consider concepts (Ornstein, 2003, p.101)	A realist teacher often gives lectures about music from books with unified handouts in order to attain the same outcomes.	A realist teaches arts to students by giving emphasis on the knowledge about the topic and integrate it in the values formation of students.	A realist P.E. teacher introduces unified warm up exercises and explains its importance in doing a work out.	A realist Health teaches students by discussing its topic and assess student earning after the demonstration.
Constructivism Constructivism, a perspective in education, is based on experimental learning through real life experience to construct and conditionalize knowledge.	Active participation is the key to this teaching style. Students are free to explore their own ideas and share concepts with one another in nontraditional ways. “Hands on activity […] is the most effective way of learning and is considered true learning” (Educational Philosophies in the Classroom, pg.1).	As an activity before a lecture the teacher will let the student make their own music by inspired by past events of their lives.	The teacher will make group the students and will let them explore the history of arts throughout the world by doing research before a discussion in the classroom.	The teacher will let the students decide on what kind of dance steps in the contemporary dance craze activity which will be performed in culmination of their Mapeh class for the school year.	The teacher will let the students videotaped or record on the importance body systems and effects of the malfunction of it on the human body system through a short film.

REFERENCES

·         http://oregonstate.edu/instruct/ed416/PP2.html

·         https://www.google.com.ph/search?q=cover+page+landscape&rlz=1C1CHMO_tlPH521PH521&espv=210&es_sm=93&tbm=isch&tbo=u&source=univ&sa=X&ei=8GqRUtmsAoOLrQfu7oD4BQ&ved=0CDcQsAQ&biw=1024&bih=498

·         http://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Educational_Philosophy/Defined

IPAG`s Sarimanok

Integrated Performing Arts Guild (IPAG) performed last November 28, 2013 at the MSU-IIT gymnasium at gala 7:30 pm in the evening. Sarimanok musical performance is a 1-hour musical play  about the story of a legendary bird of the Maranao people who originate from Mindanao,  based on  classic story on tradition  and second  chances, “Sarimanok,” is one of the best local musical play I`ve seen as a proof the general reaction of the audience has been amusing. This is to give emphasis to the people who worked hard for the success of the musical play this is to the choreographers  Melvin Pascubillo and Leilani Fernandez assisted by Dance Mistress Lilybeth Maraon and Associate Directors Michael Lagura(Ibon)  and Blesy Cece(Sarimanok). Hermi Dico who also designed the costumes, sets, and props stage manages with Production Management by Sheila Canete and Marketing by Arlene Abanes.. The whole cast delivers superb ensemble acting but  Sarimanok`s dancing in  play is  a truly magical moment in theatre where the sway in the rhythm of  music and the perfect gesture of a chicken has given a justice.

When the show had started I had to say that  I goose bumps all over my neck.. The story ran well, as the Sarimanok as fictional, legendary bird believed by the Maranao people to be a cock with bright, multicolored feathers and is said to give good luck. Images of the sarimanok are common in households all over the Philippines, most specially in Mindanao, where it is depicted in flight or standing atop a fence. It is  inspired by the M’ranao pseudo-bird icon of wealth and prestige narrates of a legendary bird whose responsibility is to feed the flock. Learning how to fly through a vagabond Ibon who accidentally stumbles on their land called Bayang Lawa, Sarimanok oversteps tradition. The harsh laws deal her the ultimate punishment for her transgressions.

The main character has portrayed the roles beautifully as to the choreography and the coordination in the stage movement. The light are well managed and it as a perfect timing in depicting as to what scene`s emotion conveys .Although it has been labeled as near to perfection, it has a problem wherein the audio device used  by  Sarimanok is not that audible to us the ones who sits in the bleachers.