A poem for the Hopeless and Hopeful ones

Hope of Ours


Hope is a hard word to grasp
to come, see or know
so now, how to find it?
oh, not by just hoping alone
or by letting it to find and come!


FIRST, remember that
to hope is not like this:
HOPELESS AND HOPELESS!

SECOND, remember that
to hope is not also like this:
HOPEFUL AND HOPELESS!

THIRD, remember that
it's not like this:
HOPELESS but HOPEFUL

AND NOW,
for you is this to become:
HOPEFUL and HOPEFUL!

This is what ought you become
as to what HE always want you to be...

Political and social poem

Gatul-gatol

Kinagaw-kagaw an galisgison tang manga kublit
"Abang gatol-gatol man!" sabot ta,
padagos-dagos an paduon-duon kan pagkagaw
guminatok-gatok asin duman puminuon-puon
an pagturo-turo kan yiluhon na nana.

Binurungkal an abang pulot-pulot manga buhok
"Abang gatol-gatol man!" sabot ta,
uminuran an kadakulon na balakubak
insigida an pagkahulog kan barasug-basog
na manga kuspad asin manga lusa.

kinuruso-kuso an malabo nan mga mata
"Abang gatol-gatol man!" sabot ta,
nagruluwasan an manga muta
may ibang nawalat-dukot sa manga pirok
sabay turon kan sipon, tinilam-tilam kan manga dila!

Kinulikot an baradong manga talinga
"Abang gatol man!" sabot ta,
suminulog an mapuluton na luga
iba-ibang kolor, igwang yilo asin segunda sa pula.
an iba hilinga ta nagdudugo-dugo pa.

Gatol-gatol na man
nuarin daw man kita
maisip magpararigos
magsabon nin magkapira
haputon an kada sadiri ta!
Sabot ta.

tagalog poem

HULING SAKAY

Sa unang pagpara akoy pinasakay
binaybay ang kahabaan ng Ateneo Avenue
magmula haybol ratsada na sa iskol
at sayang-saya sa bawat discussion
dala-dala pa nga plinanong lesson.

Sa aking sunod na pagpara
ay di nagdalawang isip pa
at ako'y pinasakay pa rin
at ako'y sumakay rin naman muli
at noon simulang natuod ang dyip
dahil sa haba't buhol ng trafik
sa kahabaan ng Cathedral Street
malapit sa bukana ng Cathedral gate
ay kitang-kita ang isang puting kotse
na haharang-harang pa! Yun pala'y
nakabantay sa magkabiyak na papalabas -
ang isa'y kinilala:
Si Cindy, aking former klasmeyt.

At sa aking sunod na namang pagpara
ay tulad rin ng dati, dali-dali akong sumakay
at naupo doon sa may back-seat
at gaya pa rin ng dati ay trafik na naman;
mga mata'y isang puting kotse
ang napagtripan; may mga dekorayong rosas
na matitingkad ang maganda nitong harapan.

At sa mga sumunod pang pagsakay
ay tulad pa rin ng dati
kusang natutuod ang dyip
may isa, dalawa, tatlo o mahigit pa
ang siyang pumara't bumaba
at hanaggang sa may sumunod na naman
at hanggagng sa naubos na
at hanggang sa ako na lang ang natira
nalamang sila palang mga bumaba'y hayun...
nalabas-pasok sa may Katedral
at hanggang sa di ko na nagawa
ang pumara't makababa

at yun ang aking naging huling sakay
makailang ulit mang pagpara't pakiusap sa drayver
subalit ayaw na nya.

isang tulang alay sa musmos na bata

Bata

Harap sa kanan at harap sa kaliwa,
harap sa katabing may ngiti sa mukha,
magsihawak kamay, umikot bahagya,
bumalik sa lugar kung saan nagmula.

di ba't ang saya nating mga bata,
di tulad ng buhay ng isang matanda,
sa daming gawain,kunot ang mukha
kutis ay kulubot, alog pa ang baba.

kaya mga bata, Oo...ikaw nga bata
panahon mo'y wag sayangin o iliha
pagkat panahon mo ito bilang pusa
ang gawain maghapo'y gumala-gala.

kaya wag mong hayaang ipakawala
ang lahat ng nais at dapat magawa
sumabay sa indak ng musikang tuwa
dahil ikaw ay minsan lang maging bata.

ngayon, harap sa kanan at harap sa kaliwa
harap sa katabing may ngiti sa mukha
sumayaw,umawit, maglaro't tumula
at gawing makulay ang kuwento mo bata.

satirical bikol poem

URIG

Sarong urig an haloy ko nan minidbid;

haloy nan urig sa kagabsan na kapareho man,

ini naluwas-nalaog sa tangkal na mabangog,

pinakahahabuan ta sadit;

ugwang pinakatutuyawan na pinakahahabu-habuan

sa ini na iyo ta nakakabutas-layas na maulyas piri-pirmi;

na kun humali-humuli kaaga-aga,

kaaga-aga pa sa pagbutwa kan saldang sa sirangan,

kaaga-aga pa sa pagbutwa kan bulan sa sulnupan;

su kagtangkal man mayo lang,

aroaldaw na ini minarabas,

aroaldaw na ini minadulag

na ni paapaaram ni maginibuhan dai-

kawasa ta an paaaraman nakasagpak pirmi palan

sa saindang bahugan, sulnop-subang man kan aldaw.

Bangging idtong mayo ini sa tangkal

bururat na pakal an daing huna-hunang nagburutwaan

daing liman-limang nagdarasmagan

manga damulag o kabayong pakal na daing hingal

maski anong gibong pagkaripas nin dalagan

sa sulnupan man asin sa subangan

dai na ini nakadulag pa,

tulos-tulos-dagos-dagos ini:

nadakop, pinagsuruag-suagan, pinagbara-badulan

siniguradong iginakot asta pinagsurumsuman;

mala baga ta pagkaaga ini nahiling tulang na lang.

Idto an sakong huring pagkamidbid sa saiya.

bikol poetry

Salmo Responsorio

Nakakakigkig sa pagkatuninong-

an paghugpa kan simong dapan

sa sakuyang namating pagpadaba

makurahaw ako sa paghatubang mo

an alisngaw kan simong alimpupuro:

Madya ta rurip.

Madya ta rurop.

Asin madya sa rarum

kan sakong pagpamati

kan sakong pagkayaon.

Pagkamo't?

Pagkamo't ko saimo

daing siring na kabaing kan takal

na nakatapalak sa sakuyang halanuhan.

Pagkamo't mo sakuya

daing siring na kabaing kan tagas kan tungay

na nakatapol sa sakuyang dungo.

Utob kaini paurugon

bulbog kan satong manga talinga dangugon

siring sa kabtan kan panahon

bako nan tuli ining dara lamang sato gatol.

Paano magsulat ng isang tula mula sa pagkakatulala?

Ehersisyo para sa Panulaan : Tula La

Pinapamagatan kong "Tula La" ang Ehersisyong ito. Naglalaro ang pamagat sa dalawang konsepto o diskurso: ang konsepto ng tula o pagtula at ang diskurso ng tulala o pagtulala.

Ang tula o ang sining ng pagtula, ay hindi lamang pagpili ng mga salita (na kadalasang dapat "maganda" ayon sa pinong estetika ng high art at formalist school of poetry). Ito ay pagpili ng tema -- pagsala ng isang karanasan upang iugnay sa mas malawak na konteksto. Ang karanasan o kahit na anong bagay na pinipili natin para gawing tula ay maituturing lamang na teksto. At mismong ang tula ay isang meta-teksto, dahil kailangang isaalang-alang na ito ay may malaking kontekstong pagpupuwestuhan.

Kapag nakapili na ng tema, ang proseso ng pag-aanak ng tula ang susundin. Dito pumapasok ang tinatawag kong "Sining ng Pagtulala." Kailangan nating tumulala. Pero bago ko ituloy ang naratibong ito, lilinawin ko muna ang ibig sabihin ko sa "pagtulala" o "tulala." Naranasan n'yo na bang tumulala? Yung naka-blank stare ka lamang. Yung kahit napakaraming ingay o napakalalim ng katahimikan, kahit na yung katabi n'yo na pala ay naghuhukay na ng sarili niyang libingan ay hindi n'yo napapansin. Kasi nga tulala ka. Ibig sabihin, nakatitig sa kawalan, kahit na sa totoong buhay ay wala namang "kawalan" dahil kahit ang "kawalan" ay isang manipestasyon ng "mayroon." Naranasan n'yo na ba yun? Malamang sa malamang.

Kapag nakatulala tayo, ibig sabihin noon mayroon tayong iniisip. Kadalasan, sa idioma, "malalim ang iniisip." Kaya kahit nasasaling ka na o kaya nadudukutan na pala ng pitaka o cellphone ay di mo napapansin. Kasi nga, wala roon ang atensyon mo. Samakatwid, ang pagtulala ay isang mabisang ehersisyo ng "atensyon." Isang mabisa't epektibong konsentrasyon ng isip. Samakatuwid, kailangan n'yong tumulala para makagawa ng tula.

Ganun ang gagawin n'yo. Magbibigay ako ng ilang salita: maaaring bagay, tao o lugar. Magbibigay rin ako ng ilang mga konsepto: maaaring karanasan, penomenong panlipunan, institusyon o kaligiran. Ang tungkulin n'yo: pagsanibin ang mga ito. Ang layunin n'yo: bumuo ng meta-texto: ang tula.

Heto ang mga salita. Pumili lamang ng ISA:
1. sintas ng sapatos
2. puwet ng baso
3. sidemirror
4. maitim na singit
5. pilikmata
6. janitor
7. deodorant
8. balcony ng sinehan
9. numero "29"
10. letrang "Q"

Heto ang mga konsepto. Pumili lamang ng ISA:
1. Hacienda Luisita Massacre
2. Tsunami
3. Kayabangan
4. Galit
5. Kapayapaan
6. Kaguluhan
7. Karahasan sa Kababaihan
8. Homophobia
9. Illegal Logging
10. National Minority (Indigenous People)

Gumawa ng tula sa pamamagitan ng pag-uugnay sa napili mong isang salita at isang konsepto. Ang tula ay dapat binubuo lamang ng WALONG LINYA. Ipapasa sa Lunes, Enero 24 (para sa Fil 2: Panulaan).

philosophies on Teaching

Teaching

Most of us would often think that good teaching can be learned alone from the books that we read and from all the learning that we get from all the courses in Education that we take. Actually, I have read many books and have already taken several courses in the College of Education. And to know that I am now about to finish all of my remaining subjects in the same field, all my learning I think are not just that enough to fully understand what good teaching really is. But whatever it is that I know about good teaching, I did not learn from books alone nor learned from several subjects I have taken.

It is true that books and the Education subject like the Methods and Principles of Teaching( from Dr. Elicay) presented me with lots of learning about teaching; they instilled and taught me how to make lesson plans of reasonable quality; they taught me how to make behavioral objectives – which all I know are useful things to know. Despite all that facts, they are not what good teaching really all about. The books did not teach me to teach. And as for the course, they were almost totally irrelevant.

Whatever it is I know about teaching, I learned in the only way I believe that good teaching can be acquired from actual and concrete life experiences. I believe that it can be learned at least from the following: from the teachers who loved their profession and who believed in what they are doing. I also believe that good teaching , like love itself, is one of the few things that can not be learned from books. And aside from experiences, teaching always comes from within. It is a passing of examples, from teachers to students through generations. It always transcends graduation. It transcends practicum. Therefore it is timeless.

On the topic of my learning and experiences from my practicum at AdNU High School, there are significant things I've learned much about teaching. One of which is that teaching is not just sitting and giving a lesson or talk to the students for them to pay attention. It is not just standing behind the desk of the entire period. This is because of the fact that learning may not take place if this is always the situation. I also have learned that teaching is not just caring, because it is, in itself, is not just enough. It is always a matter of working out and mastering the art of teaching. And also, it is about helping the students become educated and be the best of their abilities and choosing they want to be good. For teaching to be effective and successful, a teacher should know how to learn to make his/her presence known in the class when he/she is teaching, respect the students, and be enthusiastic enough so that to avoid miseries during and after the end of all day's instructions. And one best way not to encounter frights, teachers should plan the lesson everyday, especially before entering classes, so that objectives of learning may achieved.

On the subject of miseries and teaching frights, all of us think and often seen“teaching pressures” not in a nice way. The fact that teaching always entails a lot of pressures, teachers should not see it in a negative perspective. It is that kind that positively influence us to make right decisions and that would not result in dire consequences. Therefore, pressures in teaching is not all (or not that) bad. There is such a thing a positive pressure and it's a good cause to reckon with because it brings out the best to a teacher. Just imagine that it is that one which encourages a teacher to appreciate teaching and challenges him/her to teach really hard. It also teach a teacher to value his/her profession – as his/her life. That is what pressures all about. It can be a way to know limitations, and the what that a teacher willing to accept, and that one that introduces to the “good” things life has to offer. That is why, as teacher, never say “No to pressures”, just appreciate them and stay courageous enough to handle it well. Therefor as teachers pressures should be taken in stride.

sI jOHN AT ANG KANYANG biP-BIRIP-BIP-BIP

Aaandar-aandar at aalog nang aalog-alog,
alog nang alog na animo'y tren kung ito'y sumubsob-subsob
'tong jip ni John na kauugod-ugod
uugod-ugod, hihinto-hinto
aandar nang aandar
at biglang susubsob-subsob
hihinto't hihinto na di pigil
ang pag-aalog-alog
sige lang nang sige
sa kamamaneho't busina
ng kanyang sasakyang ang katahimika'y wala
di makamtan-kamtan
nitong jip na noon pa'y ayaw nang palitan
dahil bawas pa raw sa kanyang puhunan
na paniniwala sa sarili:
di bale na ang magtipid kaysa mawalan
nitong kanyang bip-birip-bip-bip
na sa kaaandar-andar
at sa kakalog-kalog
maraming beses na rin 'tong nauntog-untog
kaya nga't sa di akalain ay natuluyan pareho
bumulusok nang pabulu-bulusok
sumagubsob
sumagubsob nang sumagubsob
bumulusok nang susubsob-subsob
at huminto't kumalog nang kumalog

tumilapon
n a g k a b i y a k - b i y a k
at huminto
ang paligid ay biglang binalot ng magulog pananahimik
mga butil ng dugo'y nangagsipagpilantik
at mga pira-pirasong lama'y nangagsipagtalsik
at madaling kumalat ang gasolina
nangagkasunog-sunog at nangagkaabo-abo
mga usyosero't usyosera'y nangagsipagdagsa
ambulansya't awtoridad ay kung di nahuli
ay nambaliwala o kumuros ng landas
na ni kaunting aba'y wala
nahuli: ang kumpirma: si John ay patay!
ngayon, mga ibong nagsisiawaita'y nabigla
napahinto't nakibahagi...
laman ng mga panaghoy:
awa, habag, lungkot, at takot...


Agahan,Tanghalian, at Hapunan

Isang kalahati sa kalahati
ng kalahating kutsaritang C12H22O11
Tila baga kawangis ng mga mangagnas-ngagnas
na sanlaksang metalikong kulay pilak

Isang kawalo sa kawalo ng kawalo
ng mangilan-ngilang butil ng sinunog na bigas
ang pinagdikdik-dikdik at pinagpulbos-pulbos
ng mga kalyadong palad...

Ang matamis at ang bigas na sunog ay dinaig pa
ang gamot sa pamumurga
pinaghalo-halo sa gapatak na luha,
na kahit mga bulate'y nasusuka.

Basag na basag
ang dati'y kulu-kulubot lamang na basong napulot
habang butas na butas naman
ang tasang inanod mula sa ilog.

Talaga nga nama't sa isang pasmadong rabaw pa
ng palad ito napagsaluhan
ngunit tumatapon, natatapon at naaagaw
sa palindol-lindol at pahigop-higop ng mga bitak ng palad.

Kaya, bahagdan na lamang
sa bahagdan ng bahagdan
ang nasisimot
ng mga nangangaghingalong mga bibig.

Sa pagkakatao'y inagaw ng aming pagkakataon
ang amoy ng langawing tinapay
ngunit ito'y nagumon ng mga himutok
sa biglang pagdaing ni tagpi.

Habang patulin nang patulin ang pagtakbo ng oras
ay napakabilis at napakataas naman ng aming pagkitil...
samantalang padagdag nang padagdag ang mga butas ng mga tiya't sinturon
halos dalwang ikot na ang pagkakabigkis nito
sa aming panipis
nang panipis
na
mga
baywang.

Synopsis of the Book: Letter to a Young Teacher by Fr. Joseph Landy, SJ.

Without doubt, Teaching is really an imponderable pride of every teacher, and even of those who are at least thinking that they are for themselves teachers. It is indeed “a big difference” measure up to other fields of man's area of expertise. It is but a sole and noblest profession that every teacher and/or teacher-to-be must be proud of. Yet, even reality dictates that there are only two things certain in life – death and survival, still there is one other unpleasant certainty and that is CRITICISM. As a matter of fact, no body can escape from this – even teachers. As we all know, they are being brushed bitterly by criticisms. But the worst is not only that,all criticisms being thrown to most of them always affect the way people think about the worsening quality of teaching and education nowadays. Teaching has always been depreciated that is why other professions have negative thinking about teaching as a career. As a result, the intrigues with regard to teacher's capacities are now obvious and even cannot be avoided. Other professions often labeled teachers as failures. They would always and/or oftentimes see teachers not more than just as those unsung heroes but stupid ones who never hate back of commitments that are sometimes suppressing and oppressed by pressures. But it's been known to us that teachers are not too much sensitive to these. They have this firm belief that “they are blessed enough that they are being hurt by others.” Instead, they just pray for their critics and keep on making proofs that those no-to-do-good critics are wrong. The mark here is that, though a lot of critics attempt of underestimating them (teachers), still there is no one could even tried to beat teachers' BIG DIFFERENCE.

So not to prove such criticisms, a Jesuit priest and veteran instructor Joseph Landy shares his very helpful insights of what teaching really all about as a whole, which revolves in his very inspirational and worth reading book of ten chapters entitled “Letter to a Young Teacher.” As to its content, he has a solid thoughts about what makes a good teacher, the teacher's life, requirements and other issues that a teacher always encounters every day. Thus, the book's major premise is basically about the What, the How and the Why of Teaching.
In its first chapter, the author has mentioned some possible reasons why teachers prefer teaching as their career. First, obviously enough, it is said that even teaching in many parts of the world a relatively low-paying profession there are still of those who never failed to choose it as their way of making a living with right purpose. It is

because for them, money is not their overriding motive in teaching. It's more than a job and at the same time more than a way of making money. What important for them is that they consider or see it as a service-oriented profession, rather. Second, teaching really appeals to those who love it because for them it is a kind of career where every one enjoys most. It is known as a career which is full of fun and excitement and even a more challenging one on part of the teacher. That is why, as to what the author has pointed out, a teacher is always required to show his sense of enthusiasm with his tasks, even the fact that teaching is really a tedious job.
On the other hand, the author also mentioned how good human relations affect in promoting a worthwhile, satisfying and harmonious teacher-student-school authorities relationships. That is why teaching profession is always entails great responsibilities when it comes primarily to keeping school's good relations. As its effect, among others, an effective teaching-learning process is no impossible.
In the next two chapters, the author's philosophy in teaching sounds agreeable. In these chapters he emphasizes the value of staying alive in the classroom and also the value of preparedness of the teacher with respect to his all days work. It is a big deal for a teacher if he is physically, emotionally, intellectually and psychologically prepared to actualizing his teaching-learning objectives. He should make sure the learning atmosphere of the classroom for students be more active and alive. He should give what the students deserved. His goal is not just to impart knowledge but more of values to students. With this, a careful preparation is highly recommended for a teacher in order for carrying out his tasks, especially before getting engage to classroom teaching. In his preparation, he should take into consideration the types of students he will be handling. He must be aware that in teaching Classroom Management is also one of his major concerns. Aside from managing classroom usual routines, knowing the individual differences of students is a must for the teacher; such students who are unruly, truant, slow and fast learners, attentive or inattentive, and even sickly and healthy ones. And because if these are taken for granted, it is really a disaster on part of the teacher and at the same time to the students themselves.


In the succeeding chapters, the author also has not overlooked the five psychological factors that are especially useful for gaining attention in the classroom; such as, the Activity, the Reality, the Vital, the Humor and the Novelty. These factors focus much on the integral part of teaching which is the CLASSROOM MANAGEMENT. It is been said that it is the primordial consideration of every teacher in education. This is where he uses or designs constructive classroom activities that would suit students skills and abilities, particularly in an inviting and conducive or well-established learning atmosphere which permits such activities to be carried out effectively and economically – activities that can challenge students creativity and multi-skills. That is why it is necessary for teachers, as much as possible, to give and allow his /her students to perform activities that would consume at least the entire class period.
Likewise, it is also the responsibility of the teacher to relate his subject matter to the real world applications. It should suits of whatever are there in the reality. It is not advisable for him/her be applied the usual unorthodox teaching methods,like hiding under the desk for an entire hour reading and/or lecturing too theoretical of his assigned subject matter. That is why it is requirement for him to be more creative in delivering his lesson.
The integration of the elements of vitality in teaching is another task of a teacher. In bringing vitality to teaching, he should mind the ultimate learning needs of the students. He should be assured to ensure that the students are really mastering the subject. And that the subject matter must contribute to the students knowledge about reality or it must be presented with greater significance to future lives of the students. Consequently, the success in every examinations is not a guarantee that the students have really learned something about the subject matter. It could be traced upon the natural actions and behaviors that they show.
Also, the author claimed that humour is a desirable characteristics of teaching and learning. Justifications for the use of humor include the promotion of understanding, holding the attention of students, managing disruptive behavior, creating positive attitude to the subject matter,and reducing anxiety. That is why teachers are expected to be positive as to what humor he are going to show and contribute to the learning classroom

environment. And without it, the teaching-learning process could become pretty boring. Even though it holds things together when everything is falling apart or that one which enlivens or helps bring learning to life, still teachers should know how to control it. Also,despite its importance, it need not be a destructive nor an abusive type. It must be an encouraging to learning. As a matter of fact, it really works best if it is carefully facilitated by the teacher as classroom manager. That is why as classroom manager, he is advised not to over use it. And because if it happens, that humor could loose its value and effect.

As to what the author emphasizes in the seventh chapter of his book, novelty in teaching always matters most. He believes that the very formula to good learning is that a teacher should practices his creativity in introducing and/or teaching his lesson in a unique or different way. He should have proper knowledge in applying something new of his lesson – employing new teaching methods and strategies, in particular.
However in the last chapter, the author said that in teaching voice factor matters a great deal. Teaching usually entails adequate delivery and/or proper use of one's voice, since that a teacher is the one who is known as the most indispensable transmitter of learning to his students. He is advised not to have a so loud voice but modulated. Because if he has a voice that is so weak , the tendency of the class attention would be weaken also. He is also required to have a varying tone of his voice. In other words, his voice should not be in a monotone. It should vary according to its pace, power or loudness and even on pitch.
Of all of the above-mentioned important points regarding teaching, it expected therefore for a teacher to be more aware enough and not be too careless of the kind of journey he/she has pledged and chosen.

Teachers must read this book because it can possibly
make difference in a way that education
in this country may prosper...

self-fulfillment

When My First Step Turned out into a Success

Days rolled fast. It has been more than couple of weeks now, since I left the Ateneo High School. With the length of stay being with my students I feel I am of those licensed performing professors in the said school. What a challenge it was. However, that short history of my presence there as a student teacher seems like a hard to forget experience and, even more, considerably worth remembering.

So there I was – the first day I brought myself in front of a number of students, the fruition of what we called self-fulfillment has not yet come – obviously of the fact that that time was just the start of aiming for such a purpose.

I must admit, I'd had many doubts during my first few days of my stay of teaching. Nevertheless, apparently, I know that I was not the only one who has struggled with those things of reality that I know inevitably come knocking at me during those times. Since it is already normal to being get apprehensive of what every thing I do, during my practicum( probably of the fact that I am just a first time performer) I was intensely concerned with what my students would think or say about my performance. And actually, jitters like Will they like my performance?, Do I look good enough?, Will I not make mistakes?, Won't they laugh?, Won't they tease, ridicule, or criticize?, Will they walk out on me if I forget a line or two?, Will they boo me off the platform? These are just some of the things that have bothered me a lot every time i get stand in front of my students of the upper classes. Likewise, there are other questions that added up to my not-just-come worries. Such questions are “Can I successfully commit to being with them(students) for more than a couple of months?”, or “Would they reject me, or the fact that I truly believed – would they accept me as I am?”

Looking back to the day of our arrival into that school, I did not manage myself but my eyes have just popped out seeing and observing how the not-so-familiar students of the every classroom I pass by behave the way they do. There were cases when I was in the mood of observing same and other classes, it was hard not to perceive students who were not slouching, not sleeping and religiously paying their full attention to whatever their respective teachers are teaching them.

I know situations as that seem the not so usual but already a always-taken-for-granted problem of most educational institutions, even teachers, for many years now. I know that even teachers-to-be also haven't wanted that to experience – even once in in their lives. So of that experience, I got troubled by it -troubled in sense that if I myself who often think and feel confident enough of my field could not give what I am supposed to give to my students. It could be a great failure in my part if I could not overcome such and could not even be able to earn at least their respect and valuable trust. In addition, it would be a bad impression to me if I could not purposely help myself understand what effective teaching with learning really is.

However, on the brighter side of it, though I found hard time during my practice teaching of the reasons that teaching is therefore a wearying task and always require grind demands of daily preparations, I was able to cover up all my anxieties of all things concerned. After all, everything has done smoothly and into a nice way. One good thing about my stay is that I was able to share my very self to my so closed friends – my students. Another thing is that I was able to communicate with them quite well, to the delight of my cooperating teacher, who is no other than my too-much-adored Mr. Claro Chavez. I was very thankful for whatever he has done and shared to me that even that time I was in the midst of frustrations in the field he was there who shared his exemplary attitudes – just to help and support to whatever of my limitations are. I really idolize him of his thoughts and of completely different styles of presenting his every teaching, especially when he gets started injecting humor to all his discussions. Because of him, my creativity in teaching also put into test. All things I've learned from my stay has given me enriching exposure to the world of teaching students of different backgrounds.

All the learning I cultured from my practicum somehow more than just self-fulfillment. And really appreciate all that much. I indebted of all what Mr. Claro have taught me, especially when it comes to maximizing my skills and potentials in my field. I owed him whatsoever I have achieved and of the manna I have right now. I owed to him what I am now – a proud-to-be teacher, who is always set to face great challenges.

Now that I have reached and attained my goal without noticing it because I did not mind the sacrifices but valued the satisfaction I felt, if given a chance to start a new life, without hesitation and regrets I will always and forever be a teacher of my students in the AdNU High School.

an sakuyang kakugos-kugos bago magpadagos sa Ateneo...

My Prayer to You Oh Lord

God, my endearing and loving Father;

And You I know, even more, as my awe-inspiring Master

Let Your presence be on me, as I place my trust in You.

Guide me to where You want me to be - as I should Oh Lord.

God, let your words be my words and deeds,

and that are carefully chosen and full of wisdom

like things which I've always wanted for my students.

As the good morning comes, Lord

direct me to the first move that counts a lot

and that will often brings me and will dictate

how the rest of my day's instructions will unfold.

God, be with me always to win all days of my stay in AdNU H.S.

Especially this very day as I stand in front of my eager learners....

I also welcome You to show the way to me

not to situations where i could get off to a bad start

and as I get started with a usual encounter with them.

Always keep me ready to clear my thoughts

and as I prepare my self to it.

God, as I get off to all ups and downs of my teaching,

whatever I lose, my Lord, may it be an object and a chance of my learning

And be my companion always as I learn from it -

so it won't happen anymore.

God, help me display strengths in every topic I am supposed to discuss.

Loaded me with lots of sense of humor to my teaching

that I know will make a mark on me and on my student's lives.

God, help me make no mistake

in welcoming inquiring minds of my students

Also, help me challenge their active minds

and encourage those of shy spirits.

God, lead my students as what You leads me

to be the best of our abilities

and be the ones who respond to your call of leaving a legacy

and bringing that legacy to fullness-

of Your most Holy will

with sincerity and care, as one like You, Amen.