STUFF FOR TEACHERS

  
Preparing your pupils for examination
      
    Some schools divide one school year into five grading periods. Each period has weekly quizzes and a grading test. But wait a minute! Are these tests too much for you? If they are making your teaching life fully-packed, the students, too, have to brace themselves and have no options when they are pushed to the limits. On you part as a teacher, you have more actions to be done before, during and after testing the students. One of these is to identify the topics, skills and percentage of items. Next is the marking of test papers and computing students’ grades. Well, everything is a cycle; however, there is a big deal in the preparation of your test. Good preparation will not only benefit the students but it also gives you more benefits. Let us see some tips which will make those positive outcomes to happen.
 
     Planning what you need to do. Schedule and organize the test in advance. It is important to be aware of school calendar so that you can set the number of topics to cover the test.

   Keeping your students informed about the schedule. There is no reason for a teacher to hide the date of the test. Always check which lessons are taken or not. This also motivates the students to keep track of their notes every day.
    Don’t panic. Don’t show that you are worrying about not being able to finish the coverage of your test. Instead of becoming worried, make a revision to direct the students. There should be no room for infecting anxiety to your students. Otherwise, they might not be able to have focus.
    Encouragement. Inspire your class to study more and the benefits of doing good preparation before any test. It is common that teachers have great influence in the lives of students. Therefore, give your students realistic praises regularly. It will make them confident to give importance on their revision.
     Remind them about their goals. It must be understood by students that the test to be taken is one step to a successful plan, and that the test is a part of measuring their mastery. Through reminders, they are guided on how to achieve a better performance.
    Consider the level of your students. Try to look at your own teaching styles and approaches. Do they fit in the level of your students? Overloading your students with many tests can result to frustrations and stress. 
    Time management. Teach your students the relevance of time. They must, too, have a time to relax and freshen up themselves. Psychologically, relaxation allows the students to pick up pieces and start again.
     Good health. Tell your students to eat good food and take good sleep. They have to be reminded that health is wealth and that staying fit has a mental effect realistically.
     Relate with parents. Tell the parents about the schedule and coverage of the test. They can help in encouraging their children to reach their goal.


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The challenge of handling children with special needs in the classroom
     
        In a class, how many children are there and how many needs does each child have? To what extent should an annoying behavior be tolerated? There is no exact formula to use how to face challenging diversified needs of children. No wonder why there are teachers who freak out during the day and end with frustration over situational classroom behaviors. Others, too, take control of outward attitudes lightly and creatively. To be a teacher is a profession of art; oftentimes a teacher has to be an actor or actress, angry or kind, firm or considerate.

     It is true that to teach those children with special needs is very challenging. You need to use your teaching styles and approaches suitable to the individual needs of the children you teach. On the other hand, your daily objectives must rhyme with what you utilize, so it is important to be aware of those objectives at the same time. To further enhance what you already have as a teacher, here are some tips to make your teaching more fun!
                                                    
                         What are the challenging behaviors? Identify them at most.
 

     Have you ever checked your tolerance level when it comes to challenging behaviors? The short span of attention given by children is one of the most perplexing manners in the classroom. How do you balance attentiveness and inattentiveness depicted by each child in your classroom? Simply look at your own forbearance and try to identify the children having disruptive behaviors and treat them by considering their best potentials to avoid a situation of loud and messy class. Let us say, allow them to sing action songs or to play games that require their energy.

   Praise can give smile!
     
     Instead of finding fault in children with special needs, give them praises when they do good jobs and best work. Normally children will find happiness in those praises like “very good”, “good job”, “great”, etc. Oftentimes, teachers have the tendency to look into the mistakes of children and they spend the whole class time in discipline. Reward and incentives can make teaching and learning effective. Focusing on the wrong doings of children will only lead to loss of interest or it may become a pattern too. Every opportunity to praise children can make a very important difference because the children will positively think that good behaviors will result into positive effects.

                                             The magic of patience
      
     Patience is a virtue and those who have it end the day meaningfully. There is less energy lost yet there is a meaningful outcome. Special needs teachers sometimes expect that the children they are teaching will know what is taught right away and that they will behave at one sitting. Every child is unique even if he/she learns slowly or poorly. Therefore, it is fitting and proper for teachers to consider the learning abilities of the children.
Isn’t it right to treat every child special? Well, I have got this very inspiring adage said by St. Marcellin Champagnat (Founder of Marist Education), that is, “In order to educate children, you must love them”. Unless we have a heart for children, our life as a teacher has less happiness. It might be that every day in the classroom is a “sorrowful day”. Perhaps, too, when the most problematic student is absent from class, that is the day for a teacher to breathe freely. In that case, leaving or staying in the teaching profession is a matter of concern.

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 To grade a type of student’s work
    Giving grades is supposed to be treated as a delicate issue in the sense that the class records should be kept by teachers completely and accurately. Grades are not fabricated out of “memory guess” or out of luck or nepotism. Teachers have to provide unbiased grades so that the students could understand the extent of their performance and mastery.

    Parents, on the other hand, are actively involved in the performance of their children like tutoring, monitoring and encouraging them; and keeping the records of their children in the form of tests, quizzes, assignments, and projects marked and returned by teachers. In relation to this issue, sometimes the students show poor completion of projects, low level of participation, lack of time management and other negative behavior. In any of these situations, the teacher calculates the grade according to the records showing the type of work which the student has completed. A few types of student’s work are identified below:
 

    1. Linear work has something to do with maths, syntax, spelling, vocabulary, etc. They have definite right and wrong answers.
2. Projects could be essays, investigatory projects, oral reports, etc. Essays focus on the content and structure whereas investigatory projects could be graded based on the content, presentation, creativity and illustrations.
3. Activities are those related to PE, practicum, play, etc. For example, during PE class, a student wears a “PE” uniform. A practicum is rated according to what skill is evaluated. Oral report is graded in terms of presentation, clarity, and content.
 

Grading Scale
The grading scale of “100-90 = A” is used by most schools and colleges. This scale is broken into A+, A, A-, B+, B, B-, C, D and P. Others use numerical grading scale: 100 down to 75 written in black ink and 74 down to 70 written in red ink.
Based on my experience, “teacher discretion” is also a part of the task.

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 HOW DO YOU GRADE YOUR STUDENTS?
   How a teacher feels about giving grades reflects his/her values and personality. At school there are times when students talk about their teachers especially in terms of teaching style, knowledge of subject, discipline and classroom management and giving marks or grades. Is there such a generous or stingy teacher? Well, let us take a look at how we give grades to students.
 
     Grades are necessary to encourage the students. For example, if a student receives 95 in his/her work or test, there is a positive reaction from him/her; however, if the student has 75 or lower than that, frustration fills the air until he reaches his/her home where mom and dad wait for breaking of the bad news. In this situation, I single out other problems affecting the performance of students. As far as giving grades is concerned, there is somehow a connection with teacher’s personality and values.
 
     In my own experience, I see to it that I have all records to support the grades of my students. I take always the benefit of the doubt that no matter how poorly a student performs in the classroom, there is still a little amount of knowledge that he/she can use; if not today, it will be in the future.
    
    For those students who have excellent performance, I can give a mark of 100. Why keep an intricate agendum over the fact that the student deserves that grade. On the other hand, I accept the principle of teacher’s discretion. It is what students don’t know that good behavior, being attentive, religious submission of neat assignments and other good manifestation of behavior are oftentimes used as “reserved point-earning records.”




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How to Deal With an Angry Coworker
     My school conducted the last round of admission of prospective students for the next school year. Aptitude tests and interview of applicants were the main tasks for one whole day. Parents of these applicants gathered at the gallery to listen to a presentation of school programs, activities, etc. Considering the circumstance, I would say that every staff had a “to do” list to make the activity successful .
     What made me think over was that one of the AV staff could hardly realize how important it was for him to do his job as a technician. For example, at times when a microphone doesn’t function well, the first thing to be done is trying to check how it works well. In this case, you don’t need a staff to do it for you since you basically use your little technical know-how. However, whenever your effort to fix fails, the last thing to do is to call for assistance. And from whom do you seek help? Naturally, you’ll ask help from the in-charge himself. In the issue of asking help, politeness and professional approach are necessary. Although, you have shown your civil manner there is still a tendency of depicting irritation or displeasing reaction from the person. How do you deal with this then? This is also one situation which is existing in any workplace.
     At schools, activities are pouring out before the year ends. There are graduation practices, deliberation of grades, promotional reports, grading reports, evaluation of teachers, etc. If a teacher doesn’t know how to go with the flow of hectic schedule chances would be that he or she will freak out, or will become upset over little things. To deal with those few people at work, who tend to be distraught, is something that should put that situation under control. When something big occurs, this can lead to a dangerous situation. Awful words might be said and drastic decisions might be made. Professionally dealing with an annoyed colleague can help you both keep cool, and can maintain a peaceful working environment.
     To avoid heated argument, here are some tips to keep ourselves guarded in our actions:
1. We can exercise meditation at least once a day. It relaxes the body and the brain after a stressful day. Sitting in a quiet place with no disruptions and breathing deeply can help.
2. We can do a physical activity like taking a brisk walk outside or going for a run. It focuses our energy on something positive to get rid of negative feeling inside.
3. We can take a few minutes for relaxation every night before we sleep. It can help us maintain a positive outlook and keep our mind calm.
     These efforts can give a certain benefit. A peaceful mind begets a peaceful environment.

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    No homework please!
                                   Why some students don’t do their homework?
     I have read a post on my social network wall: If child labor is an offense, why do teachers give homework? Does it make any sense? Well, it is just a joke for everybody to laugh and think for a moment. This does not apply to a school situation where homework is given as a follow up to the previous lesson, as an advanced lesson or simply as reinforcement or an enrichment activity. Whichever is the purpose, teachers do give assignments to their students. Some give almost every day-in two or three subjects. Considering the reactions of a student who has to complete two assigned tasks, a teacher perhaps thinks and shakes his or her head while saying “Why is my student’s homework done roughly and why all my students have the same answers?” An instance like this one exists and is discovered when the teacher does the marking of homework. Oftentimes, some students also fail to submit on time or they never submit at all. This leads into a poor academic performance of students, which would somehow make the teacher think twice and assess the kind of homework that should be given to them. Not only that, a teacher must know the possible reasons why his or her students don’t do their homework.
     Some causes of non-compliance of homework could be any of the following situations: (1) Homework is mind-numbing. Students should be challenged when they spend their extra time in homework. A good homework must be something that develops their critical thinking skills and that will provide more venues for brain storming. Why not give those puzzles, activities using their imagination, interactive activities like interviewing people, working as a group and other dynamic and interesting tasks. (2) Instructions are vague. Any individual cannot do a certain work if instructions are not clearly understood. How could a student read the minds of teachers? Clear and concise directions are very important in homework. Although students find this as an excuse-“that the instructions are confusing”, there shouldn’t be a chance for them to find a hole in this area. (3) Too difficult and too easy. These extreme declarations are said to be common reasons also. I heard, one time, my student saying, “ Teacher, the homework is very difficult! We don’t know what to do!” Oooppss! Whether the assignment is easy or difficult, students always complain! So, if the students find the homework as “easy as a pie”, they tend to take it for granted. Therefore, a teacher has to design a homework which is achievable by the class. A win-win situation is good indeed! (4) They have forgotten the homework. The most common answer of students, “Teacher, I am sorry. I didn’t remember my homework!’ Obviously, it is a human nature to forget something to be done; however, time management must be encouraged among the students. Teaching them how to prioritize their tasks is more effective rather than giving reminders. There is a difference between being said and being done. (5) Student’s rebellion. Students who have grudges against a teacher or a family member will show negative behavior in the classroom like being unable to hand in the homework. Aside from this, if a student doesn’t like the subject, well, what do you expect from him or her? That very homework given by the teacher whom he or she hates is a trash!
     The enumerated reasons are only few of the many. However, teachers need to apply an antidote when a situation occurs. Always tell and show to your students that you take note of their complete outputs and that you have a record of every submitted work. Not only that, there is a need for teachers to give praises and incentives when the homework is done neatly, and correctly and when it is handed in promptly. In addition, marking of homework should be understood, and if possible, the scores or ratings should be numerical.

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How can we influence our students?

Certainly, any student has a favourite teacher because of the belief that his or her teacher has a pleasing character. There are many subject teachers teaching in elementary, secondary and college levels and all of them have their own ways of teaching their lessons. However, one is simply amazing and ideal before the eyes of a student. Oftentimes, a favourite teacher is not only according to one or two students’ preference, but also the whole class's. In connection to this, there are reasons why a teacher is admired by his or her students and why he or she becomes a popular educator and a role model.

When I was still teaching in my hometown university, I received tokens from my students during teacher’s day. It was a one-day celebration for all teachers. Normally the students were the ones who organized this activity. Teachers were called on stage and students gave cards, flowers and gifts to them. Let me say that those teachers who were popular received more tokens than those who were unpopular. Well, the high school students are basically looking up to someone who can influence them to learn in the classroom and to achieve good academic performance. They listen attentively to their teacher, behave in the class, participate in classroom activities and do their homework well. The motivation to perform better is greatly attributed to having a favourite teacher. Mostly, a favourite teacher is remembered by the students for the rest of their lives as they also keep in mind less those teachers who have not touched their lives. Therefore, at schools, even if there are many educators whom the students meet, there is but a particular teacher who gains the fondness of his or her students.

Based on my observation, a teacher to be well-liked by the students does not need to be good looking or beautiful physically. Some learners consider the physical factors of their teachers; however, this is just very superficial. Any teachers do come to school in a well-dressed and dignified manner, but the most essential character that the students look into is the one which is pleasing and positively influential, especially when they tend to idolize someone who is passionate and caring and who can guide them to the right direction.

Another area to consider  is the skill of a teacher in terms of imparting the lesson. Do you use the traditional method in teaching? Well, the new generation of students today are critical. They know exactly if their teacher uses the old style of teaching, if their teacher is updated and if their teacher knows what he or she teaches. Smart students would even test their teacher, that is, when they ask question, they specifically want to discover how the teacher will handle it. The students always appreciate their teacher who can make a math or physics class spirited.  A dynamic class is a “talk of the campus” in addition to what the students say vocally -“my teacher is great and he is my favourite!” A difficult subject, in other words, seems easy for them.

Being understanding and patient makes a difference. A teacher who understands the predicament of a student gains respect in return. Consequently, an understanding teacher also shows his or her patience. During my first two years of teaching, I was idealistic when it comes to discipline. I set my classroom rules for my benefit. I realized that drastic discipline had never resulted into an effective classroom management. Honestly, I earned respect but out of fear towards me. There is a difference between a “voluntary respect” and a “forced respect”. What I am trying to state is that, patience and understanding are basically imperative in teaching. For many years spent in teaching, the qualities of a teacher are harnessed and like gems, they become better and best; and they become conspicuous. To be patient and understanding, a teacher has to be in a specific situation where he or she can be flexible and sensitive to the needs of the learners.

Friendliness is one character which draws the students to be closer to their teacher. On the other hand, a teacher must be aware of familiarity. It is good to share a little of your passion or interest but in a way that you consider reservation. A defined and conscientious friendliness towards the learners must be fully understood; otherwise, you will turn the class into a fan club. Let me emphasize that a favourite teacher is not “trying hard” to get the favour of his or her students. The fondness of students shown is a natural process. It is based on their teacher’s personality like the confidence, skills, attitude, etc.

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Proactive teaching begets proactive discipline

In reality, the better days of a teacher are the days when his/her students behave in class, i.e., a teacher can teach the lessons with less effort on discipline but with great participation and positive learning outcomes. For a teacher to have these glorious days, there must be a predetermined plan which should be adapted. Teachers should get rid of the idea that discipline is done in a fierce manner so that the objectives set for the day may be achieved. The end of discipline must be understood. It is to train the students to have good manners such as taking responsibility, politeness, respect, obedience, etc. In this course of action which is necessary in every learning situation, a good discipline plan works out. In my own experience, I have come across with proactive discipline after a few years of “trial and errors”. Negatively, to try one and discard it after a failure took a lot of energy and produced stress on my part. I have learned from one seminar the tenet of proactive discipline. Well, there might be no perfect plan, but at least, an effective plan based on proactive thinking and action works.

Proactive discipline is a kind of discipline which encourages sense of responsibility, building of self-esteem, trust and confidence among the students. It builds a strong foundation of a good relationship between a teacher and his/her students. A classroom that lacks discipline or control before a situation happens could be a worst nightmare of a teacher. This happens when a student takes the chance of provoking his/her teacher. The teacher’s reaction is ignited and chances would be that the teacher shouts and scolds that student causing the provocation. Who is now out of control at this time? The whole class eventually know quickly that their teacher has lost his/her composure. However, the outlandish attitude shown by the teacher can be avoided when he/she is proactive. A proactive attitude is characterized by preparedness, organization of the lesson, cooperation and compassion.

If a teacher is prepared, he/she has readiness to greet the students everyday. Aside from this, the teacher always informs his/her students about what will happen within the day and tomorrow. In other words, there is a clear cut direction generally involving the whole class. A teacher who organizes his/her lesson plans has a daily routine. There is no time wasted and every time is a productive time for both teacher and students. The teacher lists down what are the necessary things for the day and takes all of these in class. Besides, he/she designs in advance the lesson plans. In the light of a proactive classroom control, it starts with setting the tone of the classroom in a few minutes, before behaviors can become problems. If a teacher misses the opportunity for a smooth beginning of the class, more time is needed to settle things down. Normally, a teacher aims to have a participative class. Therefore, there is a need to also collaborate with other teachers and with the administration. A teacher needs not to be the only one who “swims” in the middle of an unpleasant situation. It means to say that the administrators are able partners to follow up warnings, reminders, and other disciplinary resources. A compassionate teacher is quick to respond to the needs of his/her students. A solution to any problem is well-thought and provided with an appropriate action and right timing. Therefore, quo vadis, teachers?

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     Classroom Observation: Is it an ordeal?

    Classroom observation as a supervisory function of a subject coordinator or head of a school can either be un-announced and announced. An evaluator can drop in and write about what has been transpiring inside the classroom of an able teacher. Oftentimes, when there is an observation of teaching-learning activities, a teacher has a feeling of anxiety- a normal sensation before, during and after the evaluation period. Well, it is better to have observations rather than nothing at all. Thus, the benefits of classroom observations should be underscored. Here are some of them: Professional growth is one of the primary reasons in order to provide a systematic and legal assessment of instruction for further improvement. Not only are the weaknesses are noted but also the strong points are needed for affirmation. To assert one’s strengths will motivate the teacher to do better and grow professionally. Finding inequities is also a vital purpose of classroom observation. It serves as the strategy of “checking-balancing “any forms of prejudices and disparities which take place in the classroom. These could be caused by some students’ treatment and behaviors towards other students or by the teacher’s manner of treatment of the students. The students in a classroom learn in varied levels, so the periodic assessment of classroom teaching-learning activities is essential. Next, effective incorporation of technology into a classroom shows that the teacher is conscientious in using technology, productively addressing the needs of his/her students. It should be understood that the existence of technology is neither a threat nor annihilation if it is used properly. Teachers can use calculators, Internet, whiteboards, videos and other technology-aided instructional materials to involve the students successfully.
      
     In the past, I supervised one subject area composed of seven enthusiastic English teachers. Basically, classroom observation was “a-must-do” responsibility. Therefore, I had to cope with coaching my colleagues and teaching my own lessons too. I certainly knew that they were very good educators; however, considering our school’s professional development program, everyone should be treated as beginners in all areas to match with the fast dynamic changes in education; therefore private and public school teachers must be updated and must be evaluated periodically.

     As a realization, classroom observation must be considered as an assistive measure rather than it is thought as an ordeal. However, even if we have modernized educational system, there are still teachers who are adamant to suggestions of their superiors or coordinators. Thinking observation as a tormenting evaluation of teaching skills, any teacher considers classroom observations as somewhat stressful, burdensome and fault-finding. This mind set prophesizes a situation that may lead to a domino effect among others. Thus, a negative perception towards classroom observations is developed and contagious per se. A paradigm shift in the light of this method of evaluation is indispensable. How should the change of view towards observing teachers be done? Communicating the implementation of observation clearly should be done in order to make the teachers understand the purposes: to improve the instructional practices, to evaluate imbalance that exists in the classroom, and to improve classroom instruction. 

      Before observing English classes, I had to conduct conferences with my colleagues. I realized that pre-conferences were very effective in the sense that I would be able to know what would happen in the classroom. Those conferences set prior to classroom observations helped me in terms of formulating recommendations. Sometimes during the pre-observation conference, the teacher would ask suggestions and important points that could make teaching and learning effective. In that case, the teacher felt an opportunity to prove his/her meaning-being a teacher. In addition, conferences before the day of scheduled class observation are helpful and done informally. You, as an observer, are able to establish a good relationship with your subordinates. You may also be able to listen to them as they freely show to you the expected outcomes and by this, their self-esteem is boosted. It is good to support them in preparing their lessons before coming in the class. 

      Now, the observation proper comes. The evaluator normally sits at the back of the classroom. Of course, when the students notice that you are already there, they turn to you and greet you. Reply to them if necessary and be on time as a major rule. The teacher being observed of course has his/ her parts done: preparing the lesson plan and putting it on the chair provided, informing the students a day before that the class is going to be observed; organizing the class as a routine, etc. Sometimes the responses of the students to the teacher’s questions may appear superficial but try to be broadminded that you, as an observer, are there to purposely record everything that is observable. In my case, I always do write the details: how the class starts, how the class behaves and responds, how questions are asked and answered by the students and the teacher, how the class ends, etc.

      To complete the process, the observer and the teacher should have a post-conference. This is a crucial part of the classroom observation. It is a time to clarify some points that the observer has failed to recognize, and it is a moment to listen to the teacher’s explanations. At the end , the assessment should come out as a positive and practical supervisory practice. By this time, too, the teacher can also realize which area needs improvement and which area is strong. Above all, the observer must establish an agreement that classroom observation is a better direction towards one’s professional escalation.

      By the way, in the previous university where I taught for 19 years, I underwent yearly classroom observations from the following: peers, academic coordinator, directress of the secondary school, institutional evaluators (at least two evaluators inside my classroom), and PAASCU evaluators from different universities/organizations for accreditation purposes. All of those assessments made me a better teacher for real.


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     Motivation for effective teaching
 

           Learning abilities of students in the classroom vary. Some students are highly motivated and naturally enthusiastic; others are mediocre in their performance and some are likely contented to get a passing mark. Several attitudes manifested by students may indicate how well they are in the learning process. However, the teacher plays a serious and great role to obtain maximum participation from the students. Effective learning depends on the teacher’s ability to draw the student’s interest. There is no fixed formula to adopt as to what style or manner of motivating the students. Needless to say that spoon feeding is an outlandish strategy to make students learn fast and become active “under the heat of the sun”. What I mean is that, there is no supernatural method to stimulate the energy of students to perform better in a given situation.

            What about the use of incentives? Based on motivational theory on human behavior which was popularized by Sigmund Freud, Father of Psychoanalysis, human beings are motivated both through their inner drive to have an abundant life and the drive to overcome disappointments in life. Therefore, the chance to respond to these forces is constantly intertwined with the teaching-learning process. In relation to this, the students learn best whenever there are incentives or rewards provided and whenever their needs are answered. These incentives could be appreciation of a work well-done, better grades and better opportunities which are given selectively due to their best outcomes. Any student feels inspired by a single praise given by a mentor or recognition of a task distinctively done. Take note that every student has a specific skill to discover, to enhance and to recognize. This is a normal attitude of every human being. On the other hand, the needs of students may refer to the need to learn new information, the need to discover something for their benefit, the need to complete a task or activity, the need to be competent, the need to interact effectively and the need to become successful.
 

          How to make them active? The students in a classroom have a unique way of learning. They can design based on their concepts, can create out of their materials, can write according to their perceptions, can solve problems and can do assigned tasks. Sometimes a teacher encounters a passive student along with active students. Well, the teacher has a way to encourage that student. Posing provoking situations can help although such technique requires “squeezing of one’s brain”. It is better to stop passivity before it is too late like others are also contaminated with it. It’s worthy to be spirited enough for the sake of the students.
       

           What about the teacher? The enthusiasm of a teacher is a fundamental factor in student motivation. Suppose that you are bored or lethargic. Of course, your students will be bored in two-folds too. Generally, a teacher’s eagerness or enthusiasm comes from self-confidence, animation concerning the lesson, and authentic satisfaction in teaching. If you find yourself impassive towards the lesson, you must think back to what made you become a teacher and try to revive those areas of life to inspire your students. Let’s say for example, you may create the most stimulating approach to introduce your lessons. Remember, that every day is full of challenges.

                   

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             TEACHER'S INSPIRATION

    Below is the message of an alumna during a graduation ceremony. Any schools always look forward to some inspirational messages from school alumni. This is a very rewarding moment for teachers to know how effective teaching and learning conditions have been provided in school days of former students who have now attained their respective career paths. To make a difference in the lives of our students is a commitment and it basically has fruits to reap. Therefore, teaching is not similar with other professions. Its result is not today but in the future. Let's cross our fingers, dear teachers!

Speech of an ALUMNA

    "To our District Supervisor, Principal of Kiblat Elementary School, members of the faculty, parents, distinguished guests, graduating pupils, and friends, Good Morning! I am very privileged to be speaking to you today, on this very day of your commencement exercises. Honestly, I found some kind of uncertainties on what I would say until finally I had made up my mind to put my few thoughts together.

     Firstly, I would like to tell you how great it is to be chosen as your guest speaker for today's significant occasion: Commencement Exercises of School Year 2012-2013.

     Before I go further with my speech, may I congratulate the graduates for today marks the achievement of your dreams?

     It is a proof that you have overcome the challenges of elementary education. You are winners at this moment because you have achieved your quest for basic education. The kind of education that you have is uniquely designed for you to sustain in the next level ahead.

    Secondly, I want to congratulate the parents who are always supportive in all odds. You, too, are now harvesting the fruit of your sacrifices. You have done a huge part in molding your children from their birth until this very moment. You are the forerunners in the education of your children, molding their behavior and characters, abilities and knowledge to become better young community citizens.

     The next persons that I would like to congratulate are of course the teachers for you have done satisfactorily in bringing these children to where and what they are now. Your immeasurable patience, guidance and commitment to teach these children have made great changes in their lives; we can say that they are now better generation because of you. Concluding all of your concerted efforts, I can say that it takes one educational community to build the nation's future leaders who are capable of bringing effective changes in the Philippines society

     Therefore, the Basic Education Program should not be undermined. It has all the capacity and opportunity to produce skilled workers in the future, making Filipinos to be competitive and efficient in the global arena. I may not have achieved more of what I want to be now; however, my basic educational foundation provided by my Alma Mater has helped me in my endeavor to stand in the midst of many challenges. It was like a seed that had grown in me and had been nurtured in another ground to reach its maturity. So, dear graduates, always bear in mind that where ever you will get your secondary education, you owe your “growing seed” from your Alma Mater. Be good young leaders in another ground while you grow your seed happily.

     Thank you very much and have a good day.