When Students Ask

That day was supposedly my class' oral examination. It was a sort of a general review of critical English sounds that are commonly mispronounced by Filipino students. However, the class will be “used” for a demo teaching by a teacher-applicant, so today’s class was cancelled.

As I was about to go, some students began asking me about the meaning and the pronunciation of some unfamiliar words I included in the exams. (I gave each of them a copy of the words yesterday so they could practice it at home.) As I was not about to give them a bargain for their assessment, I told them to look for those words in the dictionary. Some of them discreetly consulted their pocket dictionaries and I affirmed their actions by saying that the definition they offered (as based on the dictionary) is right.

One student, Gio, kept on pointing randomly at some words and asked me to say it. I can sense that he wanted a quick review on the sounds, as he knew very well that he had been struggling in my class. Gio has a lisp, and producing the voiceless TH sound proved to be very difficult for him.

I told him to do the technique I shared to the class, which is to put his tongue in the middle of his upper and lower teeth as he says the [s] sound. He said he had been trying that since Tuesday (the day I introduced them to the voiceless TH sound) but it “felt awkward.” I told him that it is but natural for him to feel so since he is (as most Filipinos are) not aware of the distinctive American sound. I even shared to him how my classmates and I, way back in college, dealt with the saliva coming out of our mouths just so we could arrive at the right sound.

Another student, Aira, had also asked me to say “beat” and “bit.” As per my assessment, Aira had been having difficulty producing some sounds since she was just too lazy to open her mouth. I, then, exaggeratingly demonstrated to her the proper contour of the lips to arrive at some sounds. I was surprised that she went to a mirror located at the back of the classroom and started “shaping” her lips. I followed her and also “shaped” my lips.

In my initial meeting with the head teacher, I expressed that it is not my intention to change the students’ speaking behaviors in a matter of two weeks. That would be too frustrating on my part. My main objective, then, was to instill in my students an awareness of the different English sounds and how these play a crucial role in effective communication so they can be vigilant as they speak.

This is why when students ask me questions (or consult me after the class), I feel that I have done my part and I have done it well. In as much as we want to teach everything to the students, we cannot do so given the so little time that we have. We can only ignite in them the desire to learn and discover more about themselves and the world around them. And when they do, even with just one simple question, we know that we have taught them for good.

When Flight Attendants Speak (and Dance)

"Communication is a registry of modern longings. The term evokes a utopia where nothing is misunderstood, hearts are open, and expression is uninhibited."

- Speaking into the Air, John Durham Peters


I never really thought that my training with Cebu Pacific flight attendants would be a thought-provoking experience for me. Since I have been doing trainings for Cebu Pacific employees (who come from various departments like Treasury, Accounting, Quality Control, Call Center/Reservations) for the past three months, I accepted this "special communication skills training for the cabin crew" even on a short notice and amidst my busy schedule. And this is not because of the recent brouhaha over the dancing flight attendants. As a communications graduate and practitioner, it has always been my joy to be given the chance to impart whatever theories and skills I have learned regarding communicating effectively to others (which, by the way, is a solid four-year degree in UP). And I was surprised that this training later presented to me a more profound issue rooted in our modern business culture, which treats people as "human resources."

Although the true objective of this special training was not made clear to me at the onset, I found out that the In-flight Announcements are part of the suggested program. And since the announcements are too many, yes, I decided to focus on the now-sensational safety demonstration part.

To set the mood as I start the class, I asked my trainees if any of them had already danced in one of their flights. They were all quick in giving me a vigorous "no," as if telling me that they had not, do not, and will not dance at all. I clarified their responses and threw a follow-up question: will you dance if you were asked to? They all said no. (Later, some of them remarked that the dancing cabin crew are chosen based on their looks, body, and attitude, which was translated as "kapal ng mukha.")

So, we went on with the training and during the discussion, one of the trainees asked me of the right way to pronounce a certain phrase, which happens to be from the safety demonstration part. I told them that that will be our cumulative activity for the day: to recite the safety instructions while employing the principles of proper diction, intonation, stress, and emphasis.

Since I was very busy prior to the actual training day, I didn't get to have the chance to read it beforehand. Now, as I asked my trainees to prepare, I went through the material quickly and found out that:

(1) the actual words used in the safety instructions announcement are not written to be heard. Any communications practitioner would easily identify that the words in the announcement are composed in such a way that it is difficult to recite orally and thus, it is audibly unwelcoming.

As each of the flight attendants recite the announcement, I also observed that:

(2) they speak fast and seem to follow a certain cadence/rhythm that unfortunately shows the incongruity between the words that are coming out of their mouths and the thought that they are supposed to be sending across. This was most evident in the senior flight attendants and is gradually picked up by the newer ones. Although they sounded pleasant, like a voice machine, they sounded just like that: a machine. They told me that they do not have the leisure to do any creative variation for the announcement since they have to finish their demonstration in 2-3 minutes, or as soon as the plane lifts off. I told them it is possible by asking them to set the timer for me as I read the announcement myself. My version only lasted for 1.5 minutes.

Still, they told me that, with the demands of their work, this kind of communication is only ideal. On their third and fourth flight for the day, they are usually tired and too exhausted to speak with dynamism and energy as I did.

This bothers me because when flight attendants speak, they do not just simply function as any machine or as an electronic manual does. Neither it is for the entertainment of the passengers as the plane lifts off. They speak because they are humans, who understand the value of life and security, just like any other human inside the flying plane does. And if there will be any creative way to do it, it is not by asking them to dance it. Instead, we treat them as humans so they can also speak as humans.

I understand the reality of being tired and of bodies wearing out. And I admire all our flight attendants for all the hard work and service they are putting into their jobs. But if this is the inevitable case, I call on Cebu Pacific to do a recorded version of this announcement instead. At least, this is timed, well-spoken, and clearly understood by its listeners - as the intention of every communication activity should be.

Now, if I only remember images of men and women dancing as the plane crashes down, I rest my case.

Teaching Teenage Students

I was at a dilemma one morning on whether or not I’d go to school upon waking up with very swollen vocal chords and bad fever due to the infection of my larynx. I remember that earlier, the head teacher informed me that he will be attending a seminar today and therefore, he will not be able to attend the class. This left me then with no choice but to go to school.

Despite my physical conditions, I still managed to smile and got on with the lessons. However, as with my encounters with them for the past days, the students began going overboard despite my initial requests (or pleas) for them to focus. Too tired to match their energies, I instead took off the headset, looked afar, and stopped speaking.

The conscientious students then started reprimanding the other students. When they settled, I got on with the class as if nothing happened. I knew that they already feel that I had enough.

Teaching teenage students has its own distinctive share of challenges that is very different from teaching preschool kids and young adults in college. They are no longer kids yet they would like to engage in childish games every now and then. And yet, when you treat them as you would a playful kid, they seem to demand respect as that of full-grown adults.

So that is what I try to give them to the best of my abilities. Culling from my own experiences as a high school student, I maintained a credible stance as a teacher of the subject matter that I am teaching while enjoying every moment of it. In fact, the teachers that I most admired are those who are very good in what they do and, at the same time, having fun.

I was also hungry for positive affirmation then (and even until now), so I make it a point that I praise or recognize the efforts of the students to learn and participate in class.

The only weakness that I see is that I have this tendency to please the students so that I would be “liked” – thus, (I admit) be popular among them. This weak spot was further validated by one student who wrote in the evaluation form that I should not respond to every comment or request made by her “boastful” classmates (she may be referring to her classmates who love to call attention to themselves).

Teaching teenage students, then, demands that the teacher is willing to face the tension of growing up and wanting to live only for the moment. My worth as a teacher will only be valuable when I have inspired courage in any of my students to squarely deal with whatever dilemma their growing up brings - in the hope that they will make the right choice as I did when I decided to go to school nevertheless.

Akala ko...When I Grow Up

When I grow up I wanna be famous, I wanna be a star, I wanna be in movies

When I grow up I wanna see the world, drive nice cars, I wanna have groupies

When I grow up, be on TV, people know me, be on magazines

When I grow up, fresh and clean, number one chick, when I step out on the scene

- When I Grow Up, Pussycat Dolls

Isang napakagandang sapalaran na makita – sa unang pagkakataon – si Conrado de Quiros na magsulat sa wikang Tagalog habang ako ay nag-iisip kung ano ang aking magiging reaksyon sa pahayag ni Fontanos.

Akala ko, kagaya ng maraming kabataan ngayon, Ingles na rin ang lingguwahe ng aking mga pangarap. Lumaki ako sa isang simpleng pamilyang naniniwala na ang kasanayan sa Ingles ay susi sa tagumpay. Dahil sa elementarya lang ang natapos ng aking ina, matalino niyang ginamit ang pera ng aking amang OFW upang ipambili ng mga libro at cassette tapes ng mga kuwentong nasa wikang Ingles.

Akala ko, dahil naging matatas na ako, Ingles na ang lingguwahe ng aking emosyon. Dati, kapag ako’y nagagalit, nagsasalita ako nang walang humpay sa wikang Ingles. Hindi ko maipahayag ang galit ko sa diretsong Tagalog. Maraming beses, tuwing ako ay nakikihalubilo sa aking mga kapatiran sa simbahan, pinipilit kong ipahayag ang aking paniniwala sa Tagalog dahil alam kong ito ang paraan upang maintindihan ako ng mas nakararami. Kahit sa pananalangin, o sa aking talaarawan, Ingles ang ginagamit ko upang isulat ang aking pinakamalalalim at personal na saloobin.

Akala ko, dahil ito ang lingguwahe ng musika at librong bumusog sa aking pagkatao, ito na ang lingguwahe ng aking diwa. Isa lang ang nobelang Tagalog sa aking estante – ang Noli Me Tangere. May dalawa naman akong CD na Tagalog – isang pam-Pasko at isang folk dance collection.

Sasabihin ko sana na, sa kabila ng ating pagdidiin na ang wika ng ating mag-aaral ay ang kanilang wikang kinagisnan, hindi natin maisasantabi na ang wika ng kanilang mga pangarap ay Ingles. Gusto nilang makita sa TV, magmaneho ng Ferrari, kumain sa McDonald’s, magkape sa Starbucks, bumili sa Levi’s, magkaroon ng maraming kaibigan sa Facebook, magbasa ng Twilight series. Mayroon kaming kasamahan sa bahay na kasalukuyan kong tinutulungang mag-aral ngayon. Wala siyang ginawa kung hindi pakiusapan akong kausapin siya sa Ingles at sabihin ang katumbas ng mga salitang Tagalog sa Ingles. Pangarap daw niyang maging mahusay sa Ingles pagdating ng araw.

Akala ko (at akala siguro niya) na mas bubuti ang aming kalalagayan sa buhay kapag natuto na kaming mag-Ingles. Ngunit, ang pagbabasa ng artikulo ni de Quiros ay isa sa mga pambihirang pagkakataon na nakaramdam ako ng kapahintulutang maging makapangyarihan. Sa dinami-dami nang nabasa kong artikulo tungkol sa P1M hapunan ng Pangulo, wala nang ibang nakapagpagising sa aking diwa, kagaya ng ginawa ni de Quiros sa Tagalog. Mas malinaw at mas masidhi ang ginawang pagtataksil ng ating Pangulo. Mas nakakatakot at mas matalim ang pahayag ni de Quiros.

Sa huli, medyo nabaliktad lang ang pananaw ni Fontanos. Ingles ang wika ng ating mga pangarap. Ngunit, Tagalog pa rin – o ang wika ng diwa ng iyong pagkakakilanlan - ang wika ng ating pagiging ganap na tao. Ang taong nakikialam sa kanyang tunay na papel at gampanin sa lipunan. Ang taong tunay na may pinag-aralan.

The Education of My Teacher

In the July 9, 2009 issue of the Manila Times, Felizardo Francisco argued that although our teacher education institutions (TEI) have "produced more graduates than required by the system," there is a big question as to the quality of graduates it produced.

For three consecutive years now, the licensure examinations for both elementary and secondary teachers have showed very low national passing percentages. What kind of trainings, then, do our teachers receive nowadays?

Ms Glenda Miradora, a public school teacher in Tañong, Marikina, commented that while pre-service training is very important as what one learns through theories cannot be directly translated into actual classroom teaching, the manner in which it is conducted highly delineate its effectiveness.

Miradora expressed that much of the usefulness of the pre-service training depends on the authority that provides the training. According to her, there are several cases wherein critique teachers would use the training to be relieved of their work or be given special favors. There are several instances where critique teachers would have the student-teachers teach immediately, even if a class observation is a prerequisite for actual classroom teaching. Miradora herself experienced being asked by her critique teacher to buy the latter pandesal.

Pre-service, according to Francisco, refers to "activities which take place before a person takes up a job that requires specific training. It involves connecting with larger community through meaningful, hands-on involvement. It becomes a means to develop pro-social skills and positive moral attitudes." (emphasis mine)

To achieve this, it is imperative that the training authority is likewise continuing in its professional development. Miradora, now acting as a critique teacher of 3rd year Education students of Pamantasan ng Lungsod ng Marikina, said that she makes sure that student-teachers do not only observe her class but also get additionali nformation on how syllabus, lesson plans, and other teaching methods operate in an actual classroom setting.

“Kaya nga, I don’t recycle lesson plans,” Miradora quickly noted. She added that the present educational system should inspire would-be and present teachers to never stop growing. “Kailangan laging nag-iisip. This is why in-service trainings are equally important.”

But the quality of in-service trainings, she disclosed, depends on the school and the allocated budget of the government. “Here in Marikina, we do this on a regular basis, usually during semester breaks. If we do not have the sufficient budget, we resort to peer tutoring, which is also a very good way for our master teachers to impart what they have to our young teachers.”

Miradora added that “in-service trainings should not be limited to teaching per se. We can also teach personality development." She mentioned that her most favorite training was ‘Discovering the Child in You”. "It helped us discover why we act the way we do… yung iba pala wounded child siya, kaya siya ganu’n.”

This is also why, on the recommendation given by CHED regarding the admission and retention requirements for TEIs, Miradora stated that academic standing in school is not an indication of an effective teacher. “Maturity is developed in actual experience,” she remarked. “On the other hand, it is good that they are selected, as I have seen quite a number, although not majority, of teachers who are half-baked. Nevertheless, I would like to see the recommendation as an encouragement for all the stakeholders of education to engage themselves in further studies.”

*Ms Glenda Miradora used to teach in a private school before she transferred to public school. She was my English teacher then.

Education: A Ladder of an Opportunity or An Investment of a Lifetime?

If we are to closely look at the mandate of TESDA, we can categorically conclude that there isn't any diversion from its intended provisions if it will develop trainings for call centers.

There is no question to the relevance of the call center training with regards to the industry's booming potential and growing needs. Their slogan says: "Seek the jobs, find the people, and train the right people." Definitely, jobs can be found in the BPO industry and the right people can be found here in the Philippines.

However, if we consider carefully the qualities of call center agents posted in the website of TESDA, we can infer that these so-called "specialized skills" can actually be taught and learned in elementary and high schools.

There is nothing really wrong with holding call center trainings for our middle level manpower to make them responsive to the relevant and emerging industries. However, the move to do so creates a massive misconception on the value and reason why we are acquiring education. Is it an instant qualification so one could immediately grab up any opportunity presented to him? Or is it a lifetime discipline, preparing anyone for any opportunity that may come his way?

Majority of our middle level manpower are actually degree holders. And if they are not, it is nevertheless an ideal that a high school graduate already possesses good communication and listening skills in the English language and is computer literate. Why not the budget for call center trainings be channeled to better the program of instruction in elementary and high school levels? Providing call center trainings becomes, again, a quick remedy to the true ills of our educational system.

However, you may ask: What shall we do with the millions of unemployed Filipinos then? We could send them back to schools (where the budget for the call center trainings will be channeled in opening more classes, paying school teachers, and developing programs of instruction in communication and computer skills) or we could be contented with a manpower that races after the current industry trend, which, in the near future, could probably be garbage engineering. Then, we could always count on TESDA to provide us with skills for that industry.

When Education Becomes a Business Venture

In most developed countries, educational development is positively related to national development. This means that the more a government invests on education, the higher its national income will be.

However, we can see clearly that this has not happened to the Philippines, despite years of having an educational system that is at par with most developed countries.

This is because the establishment of our educational system was founded not on the social and economic realities of the Philippine society, but rather on the "purpose of satisfying the individual demands of education."

I had a hard time answering this forum as I have been a private school student my entire life. Personal experiences of having to share books and scrimping on a classroom never occurred to me. However, with the growing commercialization of schools nowadays, I was awakened that this is actually the "corruption experience" I have been looking for.

Josefina Cortes (1993) suggested that in educational planning, the social and economic needs of the community should be addressed. And in doing so, there should be a reorientation in the view of education and a synergy of different educational sectors and national planning groups.

Education should be a means to influence behavior that will result into economic growth (as evidenced by infrastructure and other support structures such as transportation and telecommunication), modernization (or a break from dysfunctional traditions), and change in attitude (or having a high need for achievement).

Education should turn a people into resources as they have become "educated and trained people, capable of using and developing their abilities for their individual growth and committed to sharing the benefits they derive therefrom with their fellowmen."

However, it turned out that most educational institutions nowadays are more focused in "projecting enrollment, determining the number of classrooms, estimating the number of teachers, building schools, and other related activities." An increase in these factors is considered a success, unmindful if it is contributing to the human resources of the country. It has become nearsighted of the original and correct form of education, thus corrupting the very source of income they are milking from.



*All quoted texts are from Cortes, Josefina R. (1993). Explorations in the Theory and Practice of Philippine Education 1965-1993, pp.80-87

Ang Pilipino Bilang Isang Malansang Isda

Sang-ayon kay Rizal, may tatlong salik sa pagbubuo ng isang nasyon: isang kasaysayan, isang wika, at isang pagkakakilanlan.

Naniniwala si Rizal na malaki ang papel na ginagampanan ng edukasyon sa pagbuo at pagtibay ng tatlong elementong ito. Kaya naman, hindi nakapagtataka na hindi maituring na isang nasyon ang Pilipinas.

Una, ang ating kasaysayan ay binuo at itinuro ng mg dayuhan. Sila ang humubog sa ating kamalayan bilang isang tao at lahi.

Ikalawa, ang wika ay isang kasangkapan upang ipahayag ang isang ideya. Ngunit, bago ito maging isang gamit, ang wika ay kailangang maging salamin ng isang makatotohanang pagtanaw sa realidad.1 Sa madaling-sabi, ang wika ay simbolo ng kamalayan ng isang tao. Hindi ganap ang kamalayan ng Pilipino dahil sa kawalan ng wikang sisimbolo dito.

Madalas na nababanggit ang mga linya sa tula ni Rizal na pinamagatang "Sa Aking mga Kababata":

"Ang taong hindi marunong magmahal sa sariling wika ay katulad ng isang malansang isda."

Ngunit, nakapagtataka na Espanyol ang ginamit ni Rizal sa kanyang mga nobela at ilang mga akda. Kilala rin siyang matatas sa ilang lingguwahe. Marami rin ang nagsasabing sumusuporta siya sa pag-aaral ng Ingles kung ninanais ng Pilipinas na ito ay umunlad sa susunod na siglo.

Dahil, ikatlo, kahit may iisang wika, kung walang pangkalahatang pagkakakilanlan, walang tunay na diwa ng isang nasyon. Filipino ang ating pambansang salita. Ngunit mas pabor ang Ingles sa gobyerno, negosyo, edukasyon, at mass media. At lalo pa itong pinalalala ng isang populasyong ang alam ay isang dysfunctional na Ingles. Hindi nakapagtatakang nalalamangan at nadadaya ang marami sa ating mga kababayan, na lalong nagpapalala sa antas ng "makapangyarihan" at ng "masa".

Samakatuwid, hindi ang pagmamahal sa wika o bansa ang tinutukoy ni Rizal sa nasabing tula. Ito ay tungkol sa pagmamahal sa kalayaan!2 Hinihikayat niya ang mga Pilipino na labanan ang mga Espanyol dahil ninakawan nila tayo ng kalayaan!

Dahil ang edukasyon ay dapat magpalaya sa tao. Ang edukasyon ay dapat magbigay ng oportunidad sa tao upang makamit nito ang kanyang pinakamataas na potensyal.

Ngunit, sa nangyari sa atin, tila tayo ay isang isdang hinango sa dagat, at nabubuhay sa isang mundong hindi atin at hiniram lamang.3


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Mga Pinanggalingan:
1 http://joserizal.info/Reflections/malansang-isda.htm
2 http://www.americanchronicle.com/articles/view/30015
3 http://pambata.tripod.com/id1.html

Paying it Forward (A Letter to my English teacher)

Dear Miss Glenda,

I will be forever grateful to you for unlocking an important discovery, which had launched some of the most defining events in my life.

Thank you for saying to me those words. Thank you for not holding it back. Thank you for affirming that "I was good in English" and that "I can speak and write well."

Having someone do that for me did not only allow me to realize the abilities that I have. More so, it empowers me as a person and encouraged me to develop it and share it with other people. It is because of your support that I am not ashamed to show it to others.

Now, these are the weapons I proudly use to train other people. The things I write about and I speak of have the capacity to change people's attitudes and views. I am amazed at how it can cause people to positive action.

With those simple words, you have unlocked a potential in me, which I am now carefully unleashing to others. I would not be surprised that, one day, it would even reach you too!

Let this be my way of paying you - forward.

With my respect and love,

Arla Fontamillas

Exploring Education

"I have never let my schooling interfere with my education," so did Mark Twain say and my naive perspective swayed.

The moment I read this particular quote, which is painted on the road across Palma Hall in UP Diliman, when I was a freshman, I have started viewing my position as a student as a right, a privilege, and a responsibility.

Education is the acquiring of knowledge and the judicious use of it for the advancement and development of yourself and your community. Thus, it is imperative that everyone should be given an opportunity to grow holistically as a person so one could be a positive contribution to his society. From the school-age girl to the street vendor, the store owner to the office bachelor, the basketball player to the fashion model, the restaurant chef, the fisherman, to the farmer, every man internalizes the need to learn and be educated. This is why one of my interviewees, a house helper, viewed education as "the learning of skills one needed to live. It is an important part of your life so you can get a living."

Yet, not everyone is given that opportunity and the venue to enhance whatever skills they need to continue living. More so, a lot of us do not realize that, everyday, we are presented with these learning opportunities. Without this awareness, an overwhelming number of people miss these opportunities and thus, never learn from it. No wonder, in my interviews, the respondents easily identify the difference of "nag-aral" and "may pinag-aralan."

According to them, one who is "nag-aral" is one who went to school, acquired skills, and never went beyond that. On the other hand, someone who is "may pinag-aralan" is a person whose characteristics is refined and "ginagamit ang napag-aralan sa mabuting bagay at hindi sa sariling kapakanan lamang."

And it is rightfully so. For only those who recognize the privilege of their position as learners can fully grasp the enormous responsibility that comes from it. It is also doubly amazing that those who are truly educated are the ones who never stop. For the more they know, the lesser they feel they are as the are presented with a bigger and growing awareness of the world they are in.