Hindi Na

Hindi na

Nov 28, '10 8:51 PM for alma's friends and alma's online buddies

Hindi na

            Kay sarap na muling makahakbang sa lupa ng aking dating paaralan. Marami na ang nagbago kahit dalawang taon lang ang lumipas mula noong ito ay aking lisanin. Naroon paring ang mga puno ng manggang nakahilera sa tabi ng pader. Lalo namang lumalago ang mga mahogany sa dakong hilagang silangan ng paaralan. Ang mga silid-aralan ay kakikitaan na ng pag-aaruga mula sa mga nakatira dito. Natamnan  na rin ang mga flowerbox ng magaganda at iba’t ibang halaman. Ngunit, ang pagsalubong nito ay akin ay wala paring ipinagkaiba noong araw-araw akong pumapasok, naroon parin at nakikita ko ang mga maririkit na karanasan bilang isang estudyante sa hayskul.

            Ang araw na iyon, ay isang kaganapan para sa lahat ng nasa ika-apat na taon. Marami nang taong naghihintay doon, kamag-anak ng magtatapos, mga tindera ng halu-halo  at mga napadaan lang. Maalinsangan ang panahon, tuyot ang lupa kaya madaling kumakapit ang mga alikbabok sa nagpapawis na katawan. At ako naman ay matiyagang nag-aantay sa pinakamahalagang oras ng aking nakababatang kapatid. Naalala ko tuloy  noong ako rin ay nasa pagkakataong ito na papanhik sa entablado at kukunin ang inaasam na diploma, sabay ngingiti sa naghihintay na camera.

            Marami na rin akong nakitang mga dating kaklase. Nagkawayan, nagngitian, nagbatian, nagkwentuhan, nagtawanan na parang kami pa rin ay nasa hayskul. Laman ng aming mga usapan ang bago naming buhay, mga yugto ng aming paglaki sa mundo ng kolehiyo, mga mahihirap at nakakapanibagong aralin, mga bagong kaibigan, lalo na ang mga kakaibang prof. Ngunit hindi rin mawawala sa amin ang aming pagbabalik-tanaw sa aming mga kalokohan, sa panggagaya sa mga guro, sama-samang pagliban sa klase para pumunta sa Bolo Beach, mga pag-aaway, tsismisan at harutan.

            Tumugtog na ang musikang pangmartsa. Magsisimula na at tinawag na ako ng aking nanay dahil ako ang kukuha ng litrato. Sa harapan, naroon ang aking dating mga guro. Nginitian ko sila at binati. Sila pa rin iyon, ang aking mga naging guro na humulma sa akin. Malaki ang utang na loob ko sa kanila dahil hindi ako ganito kung wala sila.

            “Kumusta? Payat ka pa rin. Mukhang sineseryoso mo ang kolehiyo.” Bati ng guro ko noon sa biology.

            “Ayos lang naman po ako. Hindi naman po, payat lang po talaga ako at isa pa, wala na akong makain,” biro ko.

            “Ano na? Writer ka ba ngayon sa school niyo?” tanong ng naging guro ko sa English at tagapayo ng  aming pampaaralang pahayagan . Siya ang una kong mentor sa pagsusulat lalo na sa pamamahayag. Dahil sa kanya, naging gamay ko ang lahat ng sangkap ng  pampaaralang pamamahayag – pagsulat ng balita, ng editorial, lathalain, panitikan, balitang isports, maging ang photojourn at pagguhit ng kartong editorial.

            Kitang-kita ko noon sa kanya ang sabik na marinig ang aking tugon.

            “Hindi po. Hindi po ako staff sa school publication sa amin,” sagot ko.

            Ang kislap sa kanyang ngiti ay parang bituing natakpan ng ulap, at ang dating pakurba sa kanyang labi ay naging tuwid.

            “Ah, ganun ba?”ito na lamang ang naging tugon niya.

            Tama nga ako. Iba ang gusto niyang marinig. Sino ba namang guro ang magiging masaya kung hindi ginagamit ng kanyang estudyante ang mga bagay na natutunan nito sa mula kanya?

            Hindi na. Hindi na ako gaya ng dati. May mga bagay pala na kumukupas din maliban sa larawang matagal nang nakabinbin sa dingding. Habang kumukuha ako ng litrato , nakita ko ang sarili ko sa entablado, kinakamayan at hawak ang parangal na “Campus Writer and Journalist of the Year”, ngunit napangiti lamang ako. Totoo iyon…manunulat lamang sa taong iyon, at hindi na sa susunod na taon.

 Hindi na ako ang manunulat na sinasabi niyang magaling.

         (Mahirap  palang magpanggap na magaling. Anumang tago mo sa kahinaan mo ay lalabas at lalabas din sa iyong mga gawain. Ang gurong iyon ay nabulag ko. Ngunit, sana ang kaisipan kong ito ay mali. O, ako lamang kaya ang bumubulag sa sarili kong paningin?) 

Grade 3 Fairness

grade 3 fairness

Dec 17, '10 11:11 PM for alma's friends and alma's online buddies

Halos kalahati nanaman ng araw ko sa eskwelahan ang napunta sa pagbabantay sa mga makukulit pero sweet na mga mag-aaral ng Grade 3 - Fairness. Christmas Party pala nila sa lunes. Sayang at hindi ko sila mapapanoood sa kani-kanilang presentation. Pero di bale, nakita ko naman silang magpraktis. Natutuwa ako dito kay Inno Miguel. Bukod sa nakakaaliw nitong paggiling kahit mataba ay magaling din pala itong kumanta. Kaya lang, napakakulit ng batang ito. Hindi ka nito titigilan hanngang hindi siya magsawa. Kahit tarayan mo siya'y parang wala lang sa kanya. Makulit din si Mark, pero kalalaki niyang tao'y napakataray niya, pareho sila ni Aaron. Naaliw naman ako kina Judd at Jeremy. Pakiramdam ko pag nakikita ko ang dalawang ito, minumulto ako ng doppleganger! Sa tuwing kakausapin ko ang isa sa kanila ay kailangan ko pang tanungin kung si Judd ba o si Jeremy ang kausap ko. Gusto ko rin ang tropa nina Frances, Hannah, Patricia at Ann. Sila ang mga babaeng madadaldal pero mahilig yumakap. Nakaktuwa din si Justin, Kenneth at Josh. Para silang tatlong Mr. Bean kanina habang tumatalong magkakaakbay, iyon daw ang step nila habang kinakanta ang "Baby" ni Justin Bieber. Masarap kurutin ang taba nina Rovic, Jamie, at JM. Napakalusog nila! haha. Mababait naman ang mga babaeng Filipina na sina Kaycee, Flor, Sandra, Jericha, Kryzelle, Aaliyah, Nailah. Ang gwapo talaga ni JV. Ang cute ni Kat-kat Natutuwa ako dahil mababait naman sila at napapakiusapang tumahimik kahit sandali lang. Ang kaso, ilang saglit nanama'y nag-iingay ulit sila. marahil ganoon talaga ang mga bata. Minsan, ayoko na silang suwayin. Gusto kong maglaro na lang sila dahil alam ko rin ang pakiramdam ng pinagbabawalan sa paglalaro. Basta kapag pinagbantay ulit nila kami, hindi ako mag-aalangan. go lang ng Go. Masarap kasing niyayakap ka ng mga estudyante mo at tinatawag kang "Teacher!".

Grade 5 na sila ngayon!

Isang Hakbang na lang, Wag nang...

Isang Hakbang na lang, Wag nang

Sep 9, '11 11:06 PM for you

Kung sa hagdanan ng tagumpay at  buhay, kung saan sa pinakahuling baitang naroon ang pinakamatutulis at pinakamadudulas na  bato,   papayag ka bang madulas at masaktan ? Natural Hindi. halos abot-kamay mo na ang pagkakataon diba?

Paano ba yan, gagaraduate na ako ngayong taon. ilang tulog na lang, ilang araw ng pagpupuyat at pagsususnog ng kilay, pati ilang pagsusunog ng tiyan, makakatapos na rin ako sa wakas. Pero kahit na iilang araw na lang ang dapat bilangin, di pa rin maalis sa isip ko kung ano ang mangyayari sa akin pagkatapos kong kumawala sa buhay-estudyante.

Sa aking kurso, di na talaga mawawala ang paaralan sa akin. Nagtapos ako sa paaralan, ngunit papasok ulit ako sa paaralan. Ang kaibahan nga lang, pagkapasok ko sa paaralan, ako na ang may-ari ng klasrum. Ako na ang boss. Di na ako matatakot sa mga guro dahil kabilang na rin ako sa kanilang lahi. Ngunit tutulad nga ba ako sa lahi ng di-iilang mga guro na aking kinakatakutan noon?Marami ang mga bagay na bumabagabag sa aking isipan sa ngayon. Maraming-marami. At isa na doon kung anong klase akong guro sa hinaharap.

Hindi ko alam kung ano ang nararamdaman ko sa ngayon. Parang walang kasiguraduhan ang lahat ng aking ginagawa. Sa tatlong taong paghahanda ko, ngayon ko lang naranasang mag-alinlangan sa hinaharap. Alam na alam ko namang di nagkulang sa pangaral ang aking pamantasan, Sa katunayan, ibinigay na lahat-lahat ng aking mga propesor ang lahat ng kanilang nalalaman para maihanda kami sa tatahakin naming landas. Di sila nagkulang sa pagpapayo at pagbibigay ng kaalaman sa lahat ng bagya na may kinalaman sa pagiging guro. 

 Hindi ko rin namang masasabing ipinilit lang ako sa kursong ito ng ninuman kaya ganoon na lang ang pagkawala ng aking gana, Sa lahat ng pamantasang aking pinaplanong pasukan, laging Bachelor in Elementary Education ang laging nasa una sa listahan. Mula pagkabata, ito na talaga ang gusto ko. Ngunit bakit parang nawawalan na ako ng motibasyon? Wala naman akong masamang ginagawa? Di naman ako nagloloko?

Kailangan ko talagang pag-isipan ang lahat. Isang hakbang na lang para makarating ako sa tuktok. Alam kong may kulang sa akin at kailangan ko iyong hanapin. Kelangan kong maibalik iyong bagay na naiwala ko o kelangan kong hanapin ang bagay na kulang sa akin.

Kinakain ako ngayon ng guilt. Kumakayod pa naman ang aking magulang para sa aking pag-aaral. Ayokong balewalain ang lahat ng iyon. Ayoko silang mabigo. Ayoko silang madisappoint sa akin. 

Kelangan kong mag-isip. Kelangan kong gawin ang mga dapat gawin.

Lecture Notes about Geosphere

Areas of earth sci

1.       Geology – study of the earth

Physical geology – earth’s interior, rock cycle, etc.

Historical geology – origin og the earth, evolution

2.   meteorology – about the atmosphere, weather and climate

ooceanography – study of the ocean and marine life

aastronomy – study of the universe

eenvironmental science – interaction between the biotic and its environment

system – interacting parts that form a complex whole

composed of :

*cycles

*powered by

-sun

-earth interior

Earth is divided into spheres

*geosphere – solid part of the earth

*atmosphere – blanket of air

*hydrosphere – liquid part

*biosphere – living organism

Minerals 0 basically consist of elements

naturally occurring inorganic solids with definite composition which gives them unique physical properties

rocks – aggregates of minerals

compound of minerals

Characteristics of minerals

inorganic – absence of carbon (organic: made of carbon

exception: graphite and diamond

naturally occurring

solid – composed of crystal structures

– organized internal arrangements

definite composition

properties of minerals

crystal structure – organized arrangement of the minerals

example: NaCl

cleavage – breakage due to weak bonding

fracture – no definite breakage

color – obvious feature of a mineral

streak – color of the mineral in powdered form

hardness – resistance to abrasion or scratching

determined by Mohs’ scale

Relative scale	Mineral
10	Diamond
9	Corunlum
8	Topaz
7	Quartz
6	Potassium
5	Apatite
4	flouride
3	Calcite
2	Gypsum
1	talc

luster – the quality of the light reflected at the surface of minerals

Mineral compositions of the earth’s crust

element	Approximate % by weight
O	46.6
Si	27.7
Al	8.1
Fe	5.0
Ca	3.6
K	2.8
Mg	2.1
others	1.7

Categories of mineral

silicate minerals

Olivine

Pyroxene

Amphibole group (hornblende)

                Micas – biotite

                           muscouite

                feldspar – orthodase

                           -Ca, Na

quartz

ores – minerals that can be used by profit

Non silicate

Mineral group	name	use
oxides	hematite	Ore of iron
	magnetite
	corundum	gemstone
	ice	Solid from of water
sulfides	galena	Ore of lead
	sphalerite	Ore of zinc
	pyrite	Sulphuric acid
	chalcopyrite	Ore of copper
	cinnabar	Ore of Hg
sulfades	gypsum	plaster
	anhydrite
Native elements	gold	Trade, jewelry
	copper	Electrical conductor
	diamond	Gemstone, abrasive
	sulfur	Sulfa drugs, chemical
	graphite	Pencil leads, dry lubricants
	silver	jewelry
	platinum	catalyst
halides	halite	Common salt
	flouride	Used in steel making
	sylvite	fertilizer
	calcite	cement
	dolomite

Rock cycle

Lava – exterior (less dissolved substances)

Magma – interior

Driving force

-earth’s interior

-energy from the sun

Igneous rock – originates at depths as great , consist primarily as silicates

Classess:

Where it is formed

Volcanic/ extrusive igneous- exposed outside, rock that results when lava solidifies

Plutonic/ intrusive igneous – formed inside the earth’s surface, rocks form when magma solidifies

Crystal sizes (texture)

Fine grains – igneous rocks that form rapidly at surface as small masses within the upper crust

Coarse grains – magma solidifies far below the surface

Pophyritic – molten materials crystallizes outside. If magma that already contains some large crystals, suddenly erupts at the surface, the remaining molten portion of the lava would cool quickly.

Glassy – ejected in the atmosphere and quenhed rapidly

Kinds of sedimentary rocks

Detrital sedimentary rocks – originated from weathere rocks

Large particles –

Conglomerate- rounded

Breccias- angular

Small  particle

Sandstone – sand size

Siltstone – fine particles

Shale – very fine

Chemical sedimentary

-formed due to chemical process ex. Chalk, coqina, taventine, quartz, coal, limestone

Lithification -  process by which sediments are transformed into sedimentary rocks..

Compaction

Cementation

Features:

Strata or bed

Fossils

Provides info about past environment

Metamorphic rocks

Metamorphism

Regional metamorphism – due to intense stress and high temperature associated with large scale deformation

Contact – in contact / near the mass of magma

Metamorphic agent

Heat – when rock at the surface becomes in contact with a hot molten material, such as lava

Pressure – decreases the volume ; differential stress- unequal force

Chemically active fluid – ex. Water

Classification of metamorphic ricks

Foliated – parallel alignment of crystals

Ex. Gneiss –feldspar

Slate and schist – shale

Non foliated – ex. Marble

External process

-occurs near or at the earth’s surface powered by the sun

1. weathering – disintegration of rock materials

2. mass wasting – movement of debris downslope

3. erosion – transportation of material with the help of erosional agent

Weathering –

Mechanical weathering – broken into pices each retaining the characteristics of the original

Frost wedging – continuous cycle  and freezing of water

Unloading

Biological activity

Chemical weathering – change in the composition , involves that alters  structure of mineral

Soil – the interface of all spheres of the earth

Controls of soil

Parent material – source

Climate – temperature and humidity

Time – the longer the time, the more soil is formed

Plants and animals

Slope

Soil texture

Sand >silt>clay

Soil profile

0 horizon – consist of loargely organis material ; upper portion is primarily plant

Lower portion is made up of partly decomposed organic matter

A horizon – largely mineral matter

E horizon – zone of elevation

B horizon - subsoil; zone of accumulation

C horizon – partially altered parent material

Panunuring Pampanitikan sa "Mga Landas ng Pangarap"

Panunuring Pampanitikan sa

“Mga Landas ng Pangarap”

ni Agustin “Don” Pagusara

(Unang Gantimpala, Palanca Awards 2005)

Nagtagpo muli ang landas ng dating magkasintahan matapos ang mahabang panahon ng kanilang paghihiwalay. Sa muli nilang pagkikta, naalala ni Eric ang lahat ng pinagsamahan nila ni Iris, mula sa kanilang pagbabarikad, sa mga sandaling nagpupuyos ang kanilang damdamin, hanggang sa paglalakbay nila sa Mendiola at sa Plaza Miranda. Nagging malupit man ang tadhana sa kanilang dalawa, di pa rin maikakaila na may nararamdaman pa sila sa isa’t isa.

Isa ang kwentong ito sa mga natatagong kwento ng mga estudyanteng kalahok sa mga barikada noong panahon ng Martial Law. Gaya ng ibang kwento, kakikitaan din ito ng karahasan ng mga naghaharing-uri, partikular na ang panghaharas ng grupong tinatawag nilang Metrocom. Kung ating babalikan ang mga kwentong may kaugnay sa panahong iyon, ang kwentong ito ay tumutukoy din sa pakikibaka at madugong labanan na may halong kurot ng pag-ibig. Gaya ng iba, naroon ang dalawang magkasintahan,  magkasamang hinarap ang mga kalaban, at sa huli ay naghiwalay dahil impluwensyia ng mga magulang, na gaya ng nangyari kay Iris na ipinadala sa Amerika. Napakakaraniwan ng banghay ngunit ang mga salita ay makapangyarihan. Nagkakaron din ng bisa sa kaasalan dahil naroon ang pagiging matapang at masigasig na katauhan ni Eric, yaong nagpapakitang ng determinasyon sa paghahabi ng pangarap.

Isa sa napansin ko sa kwento ay ang paggamit ng talinhaga at malalim na Filipino – isang di karaniwang lenguwahe ng mga mag-aaral na nasa kolehiyo. Ngunit napanindigan din ng mga tauhan ang pagiging estudyante dahil sa paggamit ng Taglish. Ngunit higit pa doon, nakakalikha ng ibang impresyon sa mambabasa ang bawat salitang binibitiwan ng mga tauhan.

Ang maganda sa estilo ng manunulat ng kwentong ito ay ang paggamit ng point of view na nasa ikalawang panauhan. Animo’y ikaw si Iris na pinag-aaalayan niya ng kanyang pag-ibig at buhay. Punong-puno ito ng emosyon at nag-uumapaw ang damdamin ng tauhan na siya nating masasabing isang Romantisismong akda. Napatunayan din ito ng mga sensuwal na kaganapan sa dalawang tauhan.

Teaching Students with Hearing Impairment in a Regular Classroom

Suggestions for Teaching Students with Hearing Impairment in a Regular

•      . Promote the acceptance of the student in the regular classroom

•      Welcome the student to your class.

•      Explain the student’s condition to the entire class.

•      Make modifications.

•      Accept the student as an individual with disabilities and limitations; discuss the student’s condition with him or her.

2. Be sure that the prescribed hearing aids  and other amplification devices are used.

•      understand and explain the use of hearing aids

•      Check hearing aids

•       encourage the student to take care of his hearing aids

•      Be sure if the student has spare battery at school

3. Provide preferential seating

•      Sit the students near the spot where you typically teach

•      Sit the student where he can see you.

•      Sit the students away from source of noise

•      Sit the student when light is on you face

•      Sit the student where he can use the better ear

•      Allow the student to transfer to other seats

4. Increase visual information

•      The student must see your lip

•      Try to stay in one place

•      Avaoid talking when your back is turned to the class

•      Avoid covering your mouth

•      Be sure that the student can lipread you

•      Use visual aids, such as pictures and illustrations

•      Demonstrate what you want the student to do

•      Use the chalkboard

5. Minimize classroom noise

•      Seat the student away from the noisy parts of the classroom

•      Wait for the class to be quiet before talking to the students

6. Modify teaching procedures.

•      Be sure that the student is watching and listening when you are talking

•      Be sure the student understand what you said

•      Rephrase question and instruction whenever possible

•      Write keywords, new words, and other needed information on the chalkboard

•      Introduce new vocabulary words in advance

•      Assign a student as “buddy” to alert the deaf student

7. Have realistic expectation

•      Remember his strenth and weaknesses

•      Be patient

•      Give the student a break from listening when he shows sign of fatigue

ISSUES that AFFECTS HARD OF HEARING HEARING, LATE DEAFENED AND ORAL DEAF PEOPLE

Access refers to the ability to take advantage of all the resources that we encounter in our normal lives. This includes entertainment, information, and social resources.
Oral Communication is the BIG ISSUE for most hard of hearing, late deafened, and oral deaf people, because it is a fundamental capability that pervades a person's entire life. Communications problems increase the complexity and difficulty of many areas of a person's life.
Emergency Planning refers to the process of determining how emergencies will be dealt with. As you might imagine, people with hearing loss are often left out of the process, which means that their needs are ignored.
Employment is a source of many issues for people with hearing loss. There are issues with getting a job and keeping a job. Something as fundamental as getting essential information can become extremely difficult.
Family is generally a source of support, encouragement, and comfort. This is also the situation for many people with hearing loss. Unfortunately, many others don't have that kind of relationship with their family. Many hard of hearing, late deafened, and oral deaf people report significant issues with members of their family.
Hearing Aid Affordability is increasingly becoming a significant issue among people with hearing loss. As the cost of hearing aids skyrockets, fewer people are able to afford the aids that can help them retain personal communications. Fortunately, there is a growing movement to include hearing aids in insurance coverage.
Identity issues are common among people with hearing loss. They often consider themselves to be hearing people who can't hear. A few are able to successfully integrate into the culturally Deaf community, but the vast majority see themselves stuck between the hearing world and the Deaf world, and involved in neither.
Isolation is a frequent result of hearing loss. Movies, plays, and concerts may no longer be accessible. Chatting with friends can become frustrating and unrewarding, and the person with hearing loss may withdraw further into their shell.
Hearing aids fix hearing loss like glasses fix vision problems. People with hearing loss can hear when they want to. If you just talk louder, people with hearing loss will be able to understand you. 
Services, or the lack thereof, are a source of frequent complaint among the hard of hearing, late deafened, and oral deaf people. Because their disability is generally invisible, they are often overlooked by organizations that provide services to disabled groups.

From "Introduction to Special Education" Ginez,et.al.

Reflection in "Special Children are Truly 'Special'"

 “Special” Children are Truly Special

By  Emma A. Ventil

I have learned greater truths in the years I have worked with individuals who have special needs than in the years I spent in the academe. The wisdom is sought did not automatically come from the certificate and diplomas although they helped mold my understanding. I found wisdom in the most unlikely places. Who would have thought that in the end, it is the teacher who learns.

Before I began teaching, I have grand notion of pushing children with autism to their limits. Guiding adolescents with Down’s syndrome to be all they can become, and helping adults with mental retardation maximize their potentials. The universe however, has a wonderful and beautiful way of enhancing plans. It dawned on me then that I was not just here to teach. I was here to learn.

These individuals made me courageous, creative, curious, dedicated, determined, forgiving, open, patient, receptive, sympathetic, and understanding. They carry with them the gifts of faith, trust, uniqueness, and wisdom. But most of all, they know more about acceptance, genuineness, and unconditional love than anyone of us.

In their little ways, they uplift souls, ease troubled minds, calm spirits, affirm good works, and acknowledge one’s presence – all without expecting any reward. It is 100 percent authenticity.

In my chest are: Benson’s kisses, Janice’s squeal of delight, Lalaine’s sprints, Mark John’s leap, Jomar and Ara’s hesitant smiles, Joanna and May’s first words, Daisy and Donna’s big hugs, Albert’s daily greetings, Angelo’s toothy grins, Allen and Ramele’s banter,  Rosemarie’s sensibility, and so on and so forth. All wrapped in love. All given freely.

How can I not believe in angels when I work and play around them everyday/ I often wonder if they know how much they affect our lives with unadorned pleasures that otherwise go unnoticed in world that run away in haste. How can I thank them for these and the countless simple and priceless delights?

They patiently do demanding tasks. They unconditionally accept inadequate beings like me. They appreciate even things that others disregard. They touch and care for another’s soul although they are the ones who need nurturing. All in package and again is misunderstood and not accepted.

I regard my work now differently every time I come from work. It gives me a sense of fulfillment and self-worth and pride to be in good company.

It is not always an easy task. There are days when even the sunniest sun cannot chase the gray clouds away. Yet one cannot be too sad, too frustrated, or too negative around children who cry when school is out. Nothing can rival that.

                There is so much to being a special educator. That not even the most attractive compensation package can offer. Our labor and love are not rewarded with great monetary gain or fame. Often, it is even challenged by family and friends who ask, “Why do you stay?” to which I reply “because I love what I do and I am happy here.”

                I live for the sound of my name on a pupil’s lips and for encouraging words from parents. I live for wordless pats and hugs that say, “You’re okay, teacher.”

                At the end of each day, I smile and heave a sigh of contentment, happy to have been needed, feeling grateful to have been allowed to enter a world that few people see.

                It is a common myth that special children live isolated in a world of their own. Oh, no. not at all, I declare. They live in my world. And, blessing of all blessings, they allowed me to live in theirs.

From The Modern Teacher, November 2005, pg.246

Shared by :

REYNALDO, Alma V.

III-7 BEED , SPED 1

My Reflection

 Just like the author, I have also other perception about special education. At first, taking up special education hadn’t been on my mind. I just want to have an specialization. I have no choice but to go for SpEd because of my classmates’ influence. Since I know that someday, there will be students who will have learning difficulties; I decided to make this thought as a motivation to attend every session.

However, because I find the SpEd class very alive, and because I have read this article, my insights and views about special education have changed. Today, I am happy that I am not regretting with what I have chosen. I felt that God had given me this opportunity to explore my horizon, beyond the normal teaching profession; I felt that God wants me to become not only a Teacher but a teacher beyond teaching. And, It is not me that will be benefitted. It is the children who need special attention and care from the people they do not know. Just like the author, I realized some things that I never realized before. Teaching children with special needs is beyond teaching itself. It makes you feel you are not just there only to teach but to ensure their lives and make them feel they are loved. It does not require you to be academically expert. It requires you to be patient, loving and understanding. Thus, sped teaching is not an easy task.

Furthermore, I realized that teaching children with special needs is not only teaching how to sing ABC, or teaching them how to do things. You are there to learn small things that normal people are not able to see or feel. As other teacher said, with them, you will feel only authentic love and concern.

With these, I feel inspired. I became enthusiastic to be a SpEd teacher. That is why from now on, I will study harder and remember the skills and knowledge a good SpEd teacher must have so that I will be equipped for my future students.

Prepared by:

 REYNALDO, Alma V.

III- 7 BEEd. SpEd 1