THE CHECKPOINT!

What will make education exciting is that we should TALK ABOUT US and OURSELVES!

You can make that difference when you’re already THERE “in that position”!

— but DO NOW while you’re still WHERE YOU ARE!

Modernization of Times, as well as Global Alignments both demand Education to be “exciting” — yet Stakeholders and Cohorts do not really succeed as they should! – don’t you think so? – but WHY?

Millennial generation wants EDUCATION TO BE EXCITING! They “do not do well being passive learners” (Starlink, 2004). A group of students born between 1982 and 2000, they are also dubbed as “Millennials”. They have the characteristics unique to the digital age. Their comfort level of technology is on ipod, laptop, cell phones, computers and the Internet – at which, the students that we actually have at present are already so much exposed and even addicted to.

Institutions cannot deny the point that the “digital age” could possibly cause GAP between expectancy & actuality. The reality that education could be creating may not be what Millennials are expecting – which could be the reason why even at this point, some of our learners would still not have enough motivation to battle against their “night afters”.

Meeting students’ needs should be very crucial and should be the optimum goal of stakeholders and every educational entrepreneur.

Educational Organizers & Managers may have all the skills thereat required to get promoted to a position level after gathering years of experience in service; they may have gone through the tedious process & flow of the Essential Fundamentals of Management; and they may even have gotten several trainings on School Leadership – but what could have been wrong, or what could have been the “missing link” why the MILLENIAL GENERATION still do not get the help that they need that would make them totally engaged in their learning?

Reality & Expectations -– where will both ends meet?

Credits to the following links:

http://www.facdev.niu.edu/facdev/resources/guide/students/millennials_our_newest_generation_in_higher_education.pdf

http://www.starlinktraining.org/packets2004/packet129.pdf

http://image.slidesharecdn.com/portmoodysecondary-november222013-share-131125113818-phpapp01/95/planning-with-the-end-in-mind-approaches-to-summative-assessment-2-638.jpg?cb=1385379618

 

 

How Should we Transfer what We Should?

What’s up with us now?

Chaos here and there … there has been a lot which we need to unlearn from the archives of our past.  There should be a lot which we need to learn & re-learn from the scenarios of our present.

Adult as we are, we may not identify which is which to learn and unlearn at this point in time — How much more a child would?

Everything now is at stake! – don’t you think so?

If we ever intend to “map-out” a good journey for our children’s future, there are “Windows of opportunity” which we need to look into; yet we vaguely are able to ascertain which and what and how.

 

Children Learn What They Live; Children Live What They Learn

Children learn what they live

Children live what they learn

Teach them the way to love in their hearts

They will find love in the world.

If a child lives with criticism, he learns to condemn,

If a child lives with hostility, he learns to fight.

If a child lives with ridicule, he learns to be shy.

If a child lives with shame, he learns to feel guilty.

If a child lives with tolerance, he learns to be patient,

If a child lives with encouragement, he learns confidence,

If a child lives with praise, he learns to appreciate,

If a child lives with fairness, he learns justice.

If a child lives with security, he learns to have faith,

If a child lives with approval, he learns to like himself,

If a child lives with acceptance and friendship,

he learns to find love in the world.

— taken from Les Crane Desiderata album

How a child learns and develops is very critical!

UNAWARE as we possibly are, children would even learn even those that we do not teach.

This fact makes it even more DANGEROUS — for we are not so sensible of the things and actions that children may capture.

Now the thing is, WHAT is it that WE SHOULD TRANSFER to each child? and HOW should we transfer what we should? [please expound your idea through AN ARTICLE of your own, with your own title.]

In this Millennial Age, if we ever want to make REAL TRANSFORMATION, we have to see children in a new light!  They are not ours to just keep, they are our RESPONSIBILITY TO NURTURE – and most importantly, they could be THE CHANGE that we could be OPTIMISTIC ABOUT!

photo credits: http://www.debbierossi.com.au/wp-content/uploads/2014/07/Children-live-what-they-learn.jpg

 

The Future that we should Take Care Of

“We cannot move forward if we allow the past to pull us back.

It is the present that we are concerned with

and the future that we should take care of.”

– Pres. Rodrigo R. Duterte, 1^st SONA, 25 July 2016

The response and performance of a TEAM is the REFLECTION of its Manager’s ATTITUDE! – would you believe so?

If “Management” is the judicious use of means/resources to achieve goals; and having commands of the whole range of management skills, what can you say about Pres. Duterte’s statement which gained applause during his 1^st SONA — what “manager’s ATTITUDE” is he trying to portray?

Any institution could only have worthwhile accomplishment if the one leading it has a healthy concept of what he should FIRST & FOREMOST DO to eventually meet a successful end!

With every MAN leading for a certain cause, CHANGE is not always easy – BUT it is something that we always seek out in different areas of life: in any group, in any institution, in whatever situation. Hence, one can never really EFFECT CHANGE if he does not INFLUENCE anyone.

What does it take then to be an “effective influencer”?

Making a RECALL of the activity that we did in class: [you can insert a picture of your output] the various dots that you have placed all over the sheet which you preferred to work on, how you’ve plotted/organized your dots, the innate skills that you can share, the responsibilities which you’ve accepted to fulfill, and the four quadrants where unaware as you were you’ve placed those “life elements” – what does it tell about you as a “manager of your own life”? How do you think could it help you AFFECT INFLUENCE?

MANAGEMENT may never be an easy task though; but so long as you would strive to experience it FOREMOST TO YOUR “SELF” even with struggles, you would eventually realize that with the way you ORGANIZE your thoughts and your actions, you can certainly TAKE CARE not only OF YOUR FUTURE – but of your CHILD’S & others’ LIFETIME too.

 

“Every worthwhile accomplishment, big or little,

has its stages of drudgery and triumph;

a beginning, a struggle and a victory.”

                          — Mahatma Gandhi

Interconnectedness!

Why Care for something which is not yours?

Who would GET INTERESTED if after all the “claiming for what belongs to us”, we would soon end up shrugging our shoulders that we don’t really own anything at all?

Silly, right?

BUT here we are, in this course on Management!

Within the whole Semester, we would be talking about “managing” School Plant and Property — which isn’t OURS!

BUT WHY?

SURELY, you wouldn’t be wasting your time, thriving for the 18 Saturdays of your life,  only to end-up not knowing your PURPOSE! — not really that you don’t have a choice than to be here because you could actually mention all the reasons in the world to justify your every absence in class! [*grins*]

SO THEN — WHY still DEAL ON MANAGEMENT besides any point?

Why would you care for something which is NOT YOURS?

What would it take for you to be able to DO IT WELL?

What is there to LOOK FORWARD TO after all?

Sense of Accountability

How should we Strategize?

Where should “planning” start?
photo credits to: http://www.uniadmissions.co.uk/wp-content/uploads/2014/06/Choosing-a-University-270×265.jpg

#Master of Arts in Educational Management #EDM 505 #Educational Planning & Management

What makes education less exciting is that more often than not, we just keep on talking about FACTS & DETAILS!

When we talk about “planning” in education, as to some current experiences, we just mean another supposedly “pilot-testing” of a recent program  which suddenly turns out to be in “abrupt implementation”!

Yes, we’re on our way to Modernization of Times as well as to Global Alignments — but the usual Cycle of Plan-Do-Study-Act which remains to be considered Strategic by Educational Proponents should already be revisited, thus, should be revised & modified!

BUT the sad TRUTH: despite the Planning Process throughout  Implementation & Evaluation of a certain Program, ONE CERTAIN PROBLEM still EMERGE!

Stakeholders and Cohorts do not really succeed as they should because of several factors and excuses, aside from another sad truth that not really all, do understand what STRATEGIC QUALITY MANAGEMENT means.

Now, if i’ve got to ask you why we don’t succeed afterall those planning episodes? … then WHY?

Where and how should “planning” begin?

Where and how should “implementation” be triggered?s

What should actually be “evaluated” — for us to mean STRATEGIC MANAGEMENT & DEVELOPMENT not only in the field of Education but at a larger range of our ACCOUNTABILITY not only as a teacher — but as God’s Steward?

What will make education exciting is that we should TALK ABOUT US and OURSELVES!
You can make that difference wen you're already THERE! 
but DO NOW while you're still HERE!

Final Exam in Educ 115. YOU CAN FINISH “STRONG”!

COLLEGE OF EDUCATION

Graduate Studies

MASTER OF ARTS IN EARLY CHILDHOOD EDUCATION

= FINAL EXAMINATION  =

1.  Identify the “ONE BIG MESSAGE/CONCEPT” that we have to “look-into” in the following major topics that we have discussed:

1.1  The Situation & Rights of Filipino Children & Adolescent Learners [10 pts]

1.2  The  Issues on Human Development considering the Developmental Tasks at Various Stages [10 pts]

1.3 The Developmental Theories of:  [20 pts]

a.  Sigmund Freud [Psychoanalytic Theory]

b.  Jean Piaget [Cognitive Development]

c.  Eric Erikson [Psycho-Social Theory of Development]

d.  Lawrence Kohlberg [Moral Development]

2.  What is there in CHILD DEVELOPMENT that needs ORGANIZATION & MANAGEMENT?

Come up with your own “short article/write-up” on this, Considering those Theories, specially the Roles of Family and Teachers, together with some Strategic Interventions in Child Development…plus your other concerns that you want to emphasize that would make your article “significant” to your readers.  [any style/approach will do. feel free to speak your mind]  = 50 pts

Give it a creative “title” too, to initially stimulate & excite your readers! [10 pts]

GOD IS WITH YOU IN THIS Ma’am :). 

YOU CAN FINISH “STRONG”!

Thank you so much for STRIVING TO GIVE YOUR BEST. 

God will bless you more Ma’am, I’m proud of YOU! 🙂

 

 

That Chance we don’t want to Miss

Each child should be FREE FROM PERNICIOUS INFLUENCES … which cultivates DESIRABLE TRAITS & ATTRIBUTES. They should be provided with experiences that would STRENGTHEN their CHARACTER as A CHILD.

In the midst of SOCIAL MEDIA REVOLUTION where kids and parents are both challenged to BE RESPONSIBLE “respondents”, WHAT COULD BE OUR PART?

How do we ensure that we provide an ATMOSPHERE OF MORALITY?

What do you think would this image want to tell us?  How do you personally relate to it ?

What should be our part?

 

Avoid the Temperament TRAP!

How do you feel right now?

Have you ever noticed  that you are at times impulsive or are you  aware that sometimes you are “unpredictable”?

Well if not, and if you really don’t mind about it, let me tell you now that it’s not something you just  have to shrug your shoulders about!

Ancient Greek medicine believed that  the above-mentioned “inclinations” could be considered  as possible “illness” due to an imbalance in the four types of body fluids: blood, yellow bile, black bile, and phlegm.

It should be A CHALLENGE FOR US to  SELF-REGULATE those body fluids and  find the “right blending”.

A person’s PERSONALITY can be characterized by ONE HUMOR – thus the so called TEMPERAMENT  which is medically defined as our HABITUAL INCLINATIONS  or our mode of EMOTIONAL RESPONSES.

We didn’t understand this when we were still young – that’s why, many of us are not aware that OUR FAILURE OR WEAKNESS TO MODIFY our TEMPERAMENTS are actually the RISKS that we are continually creating to hinder building HARMONIOUS RELATIONSHIPS. – why? – because “that very moment when we THROW an IMPULSE, could cause A DOMINO EFFECT”!

“That SHOUTING that you did to a CHILD could create an IMPACT which could be a dangerous part that would make up her Personality!”  — at least one of the COMMON DANGERS which we are not so aware of.

http://centerforparentingeducation.org/  states:  “Temperament is the part of the Unique Child that refers to the fact that all children are born into this world with their own individualized blueprints for reacting to the world around them. Based on a thirty-year study begun in 1956, temperament explains why some children are very easy-going while others tend to be more challenging for parents. Sometimes you hear these challenging children being called “difficult” or spirited; this is often because they have temperamental traits that make them more demanding to parent.

We may be that one “demanding child” back then or maybe until now; BUT HEY, we are no longer kids at this point!

PONDER on the “triggering concepts” in the following slides and BEGIN MAKING THE DIFFERENCE!

Watch your Temper!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Note to my “bright & gorgeous students”: you may just choose a minimum of three [3] questions/concepts to PONDER-ON — those which you can relate the most 🙂

Credits to:

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=241

 http://personality-testing.info/tests/4T.php. This is a personality test of the four Ancient Greek temperaments.

http://www.merriam-webster.com/dictionary/temperament 

http://centerforparentingeducation.org/library-of-articles/child-development/unique-child-equation/temperament/temperament-overview/

 

Approximate “The Who that You Are”

Defining the “WHO” that we are!

In our pursuit of Academic Excellence

Organize & Manage Child Development? … we may never exactly know “how” if we don’t really understand the “WHO” that we are! — don’t you think so?

Naïve, eloquent, responsible, intelligent, humble, energetic, lovable, simple, hardworking, enthusiastic, always understanding responsible & approachable, talented, helpful, beautiful, thoughtful, reliable, inspired, gorgeous, “mabait”, “mahinhin”, “mayaman”, adorable, charming, intimate, friendly, amiable, nice, nurturing, keen, attentive, tolerable, yieldy, flexible, jolly, organized, merciful, young, natural, “tahimik”, simple, “malumanay”, obedient, “silent worker”, systematic, “beautiful inside-out” … could you identify yourself from these characteristics?   After introducing yourselves and giving your names the acronym that would tell about you, could you still recall what you said “you are”?

Having been exposed to different factors while you grow up as an individual, and now that you are already teachers to whom your students/pupils look up, how then would you aid each of them to likewise manage their development if you haven’t really understood how you addressed and still address yours?

And so, let us grab this chance for a SELF-APPROXIMATION!

Why not pause for a while and ask yourselves “WHO AM I?”

Think of “a symbol”, something personal at that and draw it on a sheet of paper.  Be aware on what part of the paper you placed your symbol and tell what it means. How do you feel about such symbol?

Our purpose for doing this? … We have to see for ourselves what we have — so that we would know what we could share!

Yes, if only we could approximate ourselves that well, we could then be a great “cure” in making each child understand “the person that they are?” — all because we know “THE WHO THAT WE ARE!” #ma’amgail