HISTORY OF ODIONGAN NATIONAL HIGH SCHOOL

The roots of Odiongan National High School (ONHS) can be traced back to a vision fueled by resourcefulness, imagination, and bold venture. Its journey, marked by perseverance and evolution, has transformed it into a key institution in the Municipality of Odiongan, Romblon.

The school's inception was not without challenges. Originally conceived as a municipal high school, the initial application faced rejection from the Ministry of Education, Culture and Sports -Division of Romblon authorities. Undeterred by this setback, the visionaries behind the project persisted, driven by a commitment to providing quality education to the youth.

In 1969, the school emerged as the Municipal High School (MUNHigh), opening its doors to students in the 1st to 3rd year levels. The founding trio—Mario Gadaoni Fradejas Jr., Mayor Oscar B. Ylagan, and Governor Jovencio Q. Mayor—played pivotal roles in the school's establishment in 1970. The Provincial Board of Romblon unanimously approved the resolution, and Candido M. Montojo became the first School Administrator, serving from 1970 to 1976.

The school's early days were marked by humble beginnings, with classrooms housed in the Boy Scout building at the back of what is now the tourism building. The former slaughter areas along the Bungoy River served as additional spaces for learning. From June to July 1970, the school went through the phases of preparation, enrollment, and orientation, leading to the official commencement of regular classes on August 1, 1970.

Classes concluded at 3:00 PM, a strategic decision to prioritize the construction of makeshift structures. These structures, crafted from coconut leaves and other light materials, served as classrooms. Simultaneously, pebbles and dried corals were gathered to fill the swampy ground, creating elevated classroom spaces.

Teachers faced the challenge of handling multiple tasks due to a shortage of staff. Despite these constraints, the commitment to education remained unwavering. In 1971, the school underwent its first name change to Regional High School (RHS), signifying a broader scope and purpose.

Subsequent years saw the school undergo several transformations, reflecting its evolving identity. It became Odiongan Provincial High School (OPHS), then Romblon Provincial High School (RPHS) in 1985. The enactment of Republic Act No. 6655 in 1988, aimed at rationalizing government Public Secondary Schools, led to the school's distinction as Romblon National High School-Odiongan. This marked a significant phase in the school's history, aligning it with broader educational reforms.

Administrators who succeeded Montojo played critical roles in shaping the institution. Hermenegildo A. Javier (1977-1981), Consuelo G. Fetalver (1981-1982), Florelio M. Faigao (1982-1989), Shirley A. Parco (1989-1991), Lucrecia T. Fosana (1991-2006), Liberty C. Galindez (2006-2010), and Noel Joseph M. Machon (2010-2022) all contributed to the school's growth and development.

In response to the growing educational needs of the community, an extension school was established in Barangay Mayha during the 2007-2008 school year. Later named Mayha National High School-RNHS (Odiongan) Extension, it became an integral part of the school's outreach and impact on a wider geographical scale.

The year 2010 brought another milestone as the Special Science Class (SSC) was implemented on September 2. This initiative aimed to provide specialized education to students with a keen interest in science, paving the way for enhanced learning experiences within the school.

Under the leadership of Principal IV Noel Joseph M. Machon, the school underwent a significant facelift and renovation. The improvements, both in academics and facilities, became visible, further solidifying the school's commitment to providing a conducive learning environment.

November 15, 2012, stands out in the school's history as the day it officially became Odiongan National High School. This renaming, authored by Honorable Eleandro Jesus Fabic Madrona, Congressman Lone District of Romblon, became a reality through Republic Act No. 10333, signed into law by President Benigno Simeon C. Aquino III. This change represented more than a nomenclature shift; it reflected the school's evolving identity and commitment to its community.

The school embraced curriculum enhancements to meet the changing needs of education. The K-12 Enhanced Curriculum for Grades 7 and 8 and the Basic Curriculum (BEC) for Third and Fourth Years provided a comprehensive framework for holistic learning. In 2013-2014, the Special Program in the Arts (SPA) was introduced, offering students opportunities to explore their artistic talents. Following suit in 2014-2015, the Special Program in Sports (SPS) addressed the physical and athletic aspects of student development.

In August 2015, a significant development occurred as the school's extension in Mayha officially separated from Odiongan National High School. The former Mayha National High School-RNHS (Odiongan) Extension became a stand-alone institution, reflecting the expansion of educational services in the municipality.

In 2016, the Odiongan Teen Center was established within the premises of the school campus. Ma'am Baby Maricel Gabutero, the school's Junior High School Guidance Counselor, served as the focal person for this initiative. This center played a vital role in providing additional support and resources for the students, contributing to their holistic development.

One of the transformative chapters in the school's history unfolded in the 2016-2017 academic year with the implementation of the Senior High School Program. The school now offers four different tracks—Academic, Arts and Design, Sports, and Technical, Vocational, and Livelihood (TVL)—catering to diverse student interests and career paths.

In 2018, the Special Education program at Odiongan National High School received approval from the Department of Education (DepEd), and in 2019, it officially commenced. The program began with three students and by the end of 2019, the enrollment had increased to sixteen students under the leadership of the then-Principal IV Noel Joseph M. Machon and with Ma'am Lorelie D. Gaspar as its Special Education Coordinator.

In 2020, when the world was put to a halt and everyone was overwhelmed by uncertainties, the school embarked on a significant transformation in its educational methodologies. The onset of the COVID-19 pandemic prompted the school to reevaluate its approach to learning, leading to the adoption of a blended model encompassing both modular and TV (television) modalities. This strategic shift aimed at ensuring educational continuity during tumultuous times, providing students with flexible and accessible learning options even in the face of unprecedented challenges.

Despite the disruptions, the commitment to education endured at Odiongan National High School. The institution adapted dynamically to the evolving circumstances, placing the well-being and academic progress of its students as top priorities. In response to the need for innovative solutions, the school proactively implemented measures to facilitate these blended modalities.

Teachers became the hub of this transformative approach, strategically grouped into clusters based on their residencies. This well-thought-out organization facilitated the seamless distribution of modules, streamlined information dissemination, and enabled mobile teaching and home visitations. Beyond logistical optimization, this clustering system fostered personalized support and engagement between teachers and students, exemplifying the school's dedication to maintaining a connection with its students.

The blended learning strategy adopted by the school during the pandemic not only highlighted resilience but also highlighted the institution's adaptability and commitment to providing quality education. During uncertainties, the school's proactive measures and thoughtful organization ensured that learning continued, reflecting its unwavering dedication to fostering a conducive learning environment for its students.

On March 23, 2022, Odiongan National High School took center stage, adorned with pride, as it was honored with the prestigious title of a School-Based Management (SBM) Level 3 Advanced school in the Division of Romblon. This distinguished accolade was presented during the MIMAROPArangal Sinag Kahusayan Regional SBM Awarding Ceremony.

Guided by the passion of then-School Principal IV Mr. Noel Joseph M. Machon and the steadfast commitment, leadership, and efforts of Ma'am Hazel dela Austria, Head Teacher of the Edukasyon sa Pagpapakatao Department and Planning Officer-designate, the school achieved this significant recognition.

Under the esteemed banner of "The School of Choice," this accolade symbolizes the school's unwavering dedication to excellence in education and its exemplary implementation of School-Based Management principles. The award is a testament to the collaborative constructive collaboration among the school's administration, devoted faculty, motivated students, and the entire school community, collectively fostering a culture of academic brilliance and pioneering educational practices.

The present era, marked by the leadership of Principal IV Dr. Roque F. Falible, represents a continuation of the school's legacy. With the collective support of teaching and non-teaching staff, students, parents, and local government organizations, the school is poised to pursue further development. The school commits itself to fostering partnerships with all stakeholders, aiming to contribute to the growth and prosperity of the community it serves.

On September 9, 2022, the Odiongan Teen Center with the efforts of Ms. Joanna Marie F. Forio, the current focal person and a faculty of Edukasyon sa Pagpapakatao Department, reached a significant milestone in its mission to empower and holistically develop the youth by achieving accreditation as a Level 1 Adolescent Friendly Health Facility (AFHF). This notable accomplishment was the culmination of a collaborative effort involving key stakeholders such as the Department of Health (DOH), the Commission on Population (POPCOM), the Municipal Health Office (MHO), the Provincial Health Office (PHO), and the Municipal Social Welfare and Development Office (MSWDO).

The history of Odiongan National High School is a testament to the power of vision, resilience, and commitment to education. From its humble beginnings as a municipal high school facing rejection to its present status as a dynamic and evolving institution, the school has played a crucial role in shaping the educational landscape of Odiongan, Romblon. As it continues to adapt to the changing needs of education, the school remains a beacon of learning and growth, dedicated to nurturing the potential of the youth and contributing to the development of the community.

PROGRAMS OFFERED

JUNIOR HIGH SCHOOL

Basic Education Program (BEP):

Implementation Date: August 1, 1970

Implementation: The Basic Education Program is a standardized curriculum implemented in junior and senior high schools in the Philippines as part of the K-12 educational system. This curriculum covers a range of subjects, including English, Mathematics, Science, Filipino, Social Studies, Values Education, Music, Arts, Physical Education, and Health. The K-12 system aims to provide a holistic and well-rounded education, preparing students for higher education or the workforce.

Special Science Class (SSC):

Implementation Date: September 2, 2010

Objective: The SSC is designed to cater to students with a strong interest in science. This specialized program includes advanced coursework, specialized teachers, and additional resources to provide students with an in-depth understanding of scientific concepts. The objective is to nurture and develop the scientific talents and interests of students, preparing them for potential careers in science-related fields.

Special Program in the Arts (SPA):

Introduction Date: June 3, 2013

Objective: SPA is a program that focuses on the arts, allowing students to explore and develop their artistic talents. This program may encompass various art forms, including visual arts, performing arts, and literary arts. Students in SPA may have opportunities to engage in creative activities, receive specialized instruction, and showcase their artistic abilities. The objective is to foster creativity and artistic expression among students.

Special Program in Sports (SPS):

Launch Date: June 2, 2014

Objective: SPS is dedicated to addressing the physical and athletic aspects of student development. This program likely includes specialized physical education courses, coaching by experienced sports professionals, and opportunities for students to participate in various sports activities and competitions. The objective is to promote physical fitness, teamwork, and sportsmanship among students.

SENIOR HIGH SCHOOL

Academic Track:

This track is designed for students who intend to pursue a college education. It includes strands that focus on subjects such as Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business, and Management (ABM), and Humanities and Social Sciences (HUMSS). The Academic Track provides a solid foundation for higher education.

Arts and Design Track:

The Arts and Design Track is for students with a passion for creativity and the arts. It includes strands that focus on various artistic disciplines, such as Performing Arts, Visual Arts, and Media Arts. Students in this track explore their artistic talents and develop skills in their chosen artistic field.

Sports Track:

Geared towards students with a keen interest and talent in sports, the Sports Track is designed to develop their physical and athletic abilities. It includes strands that may focus on areas such as Sports Science, Sports Management, and other sports-related disciplines. Students on this track may receive specialized training and education in the field of sports.

Technical, Vocational, Livelihood (TVL) Track:

The TVL Track is designed for students who prefer to acquire practical skills and knowledge for immediate employment after graduation. It includes strands that focus on specific technical and vocational areas, such as Information and Communications Technology (ICT), Home Economics, and Industrial Arts. The TVL Track prepares students for technical and vocational careers.

SPECIAL NEEDS EDUCATION (SNED)

Objective: The overarching objectives and goals of SPED in DepEd include:

• Inclusive Education: Promoting an inclusive educational environment where students with special needs are integrated into mainstream classrooms and provided with the necessary support to learn alongside their peers without disabilities.
• Equitable Access: Ensuring that students with special needs have equal access to educational opportunities, resources, and facilities, allowing them to participate fully in the learning process.
• Individualized Learning: Developing and implementing individualized education plans (IEPs) that cater to the unique learning needs of students with disabilities. These plans outline specific goals, strategies, and accommodations to support each student's academic and developmental progress.
• Teacher Training and Professional Development: Providing training and professional development opportunities for teachers and education professionals to enhance their skills in teaching students with special needs. This includes strategies for creating inclusive classrooms and adapting teaching methods to meet diverse learning needs.
• Parent and Community Involvement: Encouraging active involvement of parents, guardians, and the community in supporting the education of students with special needs. Collaboration between educators and families is crucial for creating a supportive and inclusive learning environment.
• Advocacy for Disability Rights: Advocating for the rights of individuals with disabilities, including their right to education, and working towards creating a society that values diversity and inclusion.

ODIONGAN TEEN CENTER

The Odiongan Teen Center, established on March 28, 2016, is the pioneering Teen Center in the MIMAROPA Region, located within Odiongan National High School. Founded with a commitment to youth education and reproductive health, its primary mission is to address adolescent issues through relevant programs. Objectives include fostering awareness, life skills development, and collaboration with the educational system, local government, and parents.

Traveling Limbo

The students sit in silence, pens in hand

Their eyes fixed on the test, their progress in the balance

The clock ticks on, the pressure mounts

As they struggle to recall what they've learned this quarter

They've studied hard, and they've stayed up late

They've done their best to prepare, not procrastinate

But now it's time to put their knowledge to the test

To see if all their hard work has been for the best

The questions come, some easy, some hard

They scribble down their answers, their thoughts a jumbled card

They second guess, they hesitate

But they push on, determined to show their grasp

For this exam is just a measure, a check on their way

To the future, they dream of, where they'll have their say

So they sit and they write, they read and they think

And they hope that when they're done, their progress will not shrink

The exam is a test, but it's not the end

It's a step on the journey, a means to an end

And the students will rise, they'll pass and they'll thrive

For they are the future, and they'll always strive to improve.

The Epilogue

As the students put down their pens and the exam comes to an end,

They look back on the questions, their thoughts, and their trends.

They may have felt the pressure, the uncertainty of the test,

But now it's over, and they can take a rest.

They'll wait for the results, the measure of their progress,

But regardless of the outcome, they've done their best.

For the exam is just a step, a moment in time,

On the journey of their lives, in their quest to climb.

They'll look back on this moment, with a mix of pride and fear

For the journey's not over, and there's still much to come, to hear.

But they'll remember that they've made it through this test,

And they'll be ready for the next, they'll do their best.

For the road ahead is long and winding,

But they'll keep moving forward, they'll keep climbing.

For they are the future, and they'll always strive,

To be the best they can be, and to stay alive.

Balancing the Benefits and Risks of AI Technologies in the Academic Setting

In recent years, technological advancements such as artificial intelligence (AI) have made it easier for students to access information and complete assignments quickly. However, this has also led to concerns about academic integrity and the possibility of students using computer-generated texts for their work. As a result, many schools and universities are now moving back to manual methods of assessment, such as pen and paper tests, to ensure that the work being submitted is original and not generated by a computer.

One of the main reasons for this shift is the fear that AI-generated texts will become so sophisticated that it will be difficult to distinguish them from work produced by human authors. This has led to concerns that students may use these technologies to cheat on assignments and exams, undermining the integrity of the academic process. The use of AI-generated texts can be seen as a form of plagiarism, as it allows students to pass off the work of others as their own. This not only undermines the integrity of the academic process but also devalues the hard work and dedication of those who have truly earned their degrees.

Additionally, the use of AI-generated texts can also create an uneven playing field for students who do not have access to these technologies. Students who cannot afford to purchase software or pay for access to AI-generated texts may find themselves at a disadvantage when competing with their peers for grades and opportunities. This creates an even bigger problem than just academic integrity, it creates a social problem that could increase the gap between rich and poor students.

While it is true that AI-generated texts have the potential to be used for nefarious purposes, it is important to remember that these technologies can also be used for good. For example, AI-generated texts can be used to help students with disabilities access information and complete assignments more easily. Additionally, these technologies can also be used to improve the efficiency and effectiveness of research, making it easier for scholars to access and analyze large amounts of data. However, this does not change the fact that academic integrity must be protected, and the use of AI-generated texts should be heavily monitored, if not outright prohibited.

The move back to manual methods of assessment is not only about ensuring academic integrity, but it is also about promoting critical thinking and creativity. When students are forced to rely on their knowledge and understanding of a subject, they are more likely to develop the necessary skills to think critically and come up with new ideas. Additionally, manual methods of assessment, such as pen and paper tests, are less susceptible to cheating, making it easier to maintain academic integrity.

Another important aspect of this shift is the opportunity for teachers to truly evaluate students' understanding of the material. With the use of AI-generated texts, it can be difficult to determine whether a student truly understands the material or if they are simply regurgitating information that they have found online. With manual methods of assessment, teachers can more easily evaluate a student's understanding of the material, making it easier to identify areas where a student may need additional help.

It is also important to remember that the use of AI-generated texts is not the only way to cheat. Students can also use other forms of technology, such as smartphones or the internet, to cheat on exams or assignments. However, the use of AI-generated texts is a particularly egregious form of cheating, as it allows students to pass off the work of others as their own. This is why it is important to address this issue comprehensively and holistically.

The rise of AI technologies is forcing us to rethink the way we assess student learning and academic performance. While it may be tempting to simply ban the use of these technologies in the academic setting, it is important to remember that they can also be used to improve the learning experience for all students. However, the potential for cheating and undermining of academic integrity must be taken into consideration. As such, it is important to find a balance between the use of these technologies and manual methods of assessment to ensure that academic integrity is maintained while also taking advantage of the benefits that these technologies can provide. This includes not only implementing strict rules and guidelines for the use of AI-generated texts, but also promoting critical thinking and creativity, and providing opportunities for teachers to truly evaluate students' understanding of the material.

It is also important to ensure that the use of these technologies does not create an uneven playing field for students who do not have access to them. This can be done by providing resources and support for students who may need them, and by promoting a culture of academic integrity and fair competition.

In the end, the use of AI technologies in the academic setting should not be viewed as a threat, but rather as an opportunity to enhance the learning experience for all students. However, it is important to approach this opportunity with caution and to take the necessary steps to ensure that academic integrity is maintained. By finding a balance between the use of these technologies and manual methods of assessment, we can ensure that students are truly learning and that their challenging work and dedication are properly recognized.

Stripped of Culture: How Education Systems Fail to Support Students' Cultural Identities

Education systems have a responsibility to support and celebrate the cultural identities of all students. However, too often, these systems fail to do so, and instead strip students of their cultural identities in a number of harmful ways.

One way this can happen is through assimilation. Education systems may promote the assimilation of students into a dominant culture, rather than valuing and preserving their cultural identities. This can occur through curriculum, language policies, and other practices that prioritize the dominant culture and discourage the expression of students' own cultures.

Another way education systems can strip students of their cultural identities is through erasure. This can occur when education systems do not adequately represent or acknowledge the cultural histories and experiences of certain groups, leading to the erasure of their cultural identities. This can occur through the lack of representation in curriculum, the lack of cultural resources or support for students, and the lack of cultural competency among teachers and staff.

Finally, education systems may perpetuate negative stereotypes about certain cultural groups, which can damage students' sense of cultural identity and belonging. This can occur through biased teaching practices, the lack of cultural sensitivity, and the lack of cultural representation in curriculum and other resources.

It is clear that education systems have a long way to go in terms of being inclusive and culturally responsive. It is time for schools to recognize and respect the cultural identities of all students, and to work towards creating a more equitable and diverse educational experience for everyone. So, it is high time for the education system to change its approach towards the cultural identity of students.

Miseducation of Filipino People (not the one you're looking for)

The miseducation of the Filipino people refers to the inadequate or misguided education that many Filipinos receive. This miseducation has contributed to a number of problems in the Philippines, including a lack of critical thinking skills, a lack of understanding of important social and political issues, and a lack of knowledge about the country’s history and culture.

One of the main causes of the miseducation of Filipinos is the lack of emphasis on critical thinking skills in the education system. Many schools in the Philippines focus on rote memorization and the repetition of facts, rather than encouraging students to think critically and independently. As a result, many Filipinos are unable to analyze and evaluate information, and are instead prone to accepting ideas and beliefs without questioning them.

Another factor contributing to the miseducation of Filipinos is the lack of focus on social and political issues in the education system. Many schools in the Philippines do not adequately teach students about the country’s history, culture, and current social and political issues. This lack of knowledge leaves many Filipinos uninformed and unable to engage in meaningful discussions and debates about important issues facing the country.

Furthermore, the miseducation of Filipinos is also perpetuated by the lack of access to quality education for many people in the country. The Philippine education system is plagued by underfunding, overcrowded classrooms, and inadequate resources, which makes it difficult for many students to receive a proper education. As a result, many Filipinos are unable to fully develop their knowledge and skills, and are unable to reach their full potential.

In order to address the miseducation of Filipinos, it is important for the Philippine government and educational institutions to focus on providing quality education that emphasizes critical thinking and knowledge of social and political issues. This will require significant investments in the education system, as well as reforms to ensure that all students have access to quality education. Additionally, it will require a shift in the way that education is approached, so that it is not just about memorizing facts, but also about developing the skills and knowledge necessary to think independently and engage with the world around us.

Mobile Teachers of New Normal Education

Isinulat ni Patrick Familara, 2021

Bundok ay aakyatin, mga ilog ay tatawirin

Madulas man o tumambling

Pilit pa ring mararating

Matulungan lamang ang mga batang alanganin

 

Enero dos mil bente nang balita ay pumutok

Sa di kilalang sakit, sa bansa ay nakapasok

Tila ba naging kumpante at naghintay na umusok

Umapoy at nasunog ang lipunang lugmok

 

Nagsara ang mga paaralan, simbahan at opisina

Sa pangambang lumaganap pa ang dalang pinsala

Trabaho ay nawala, kahirapan ay lumalala

Hanggang kailan pa si Juan ay mag-aalala

 

Oktubre nang muling magbukas ang taong panuruan

Kaakibat ng mga bagong hamon sa ating lipunan

Edukasyon ay nagpatuloy sa makabagong paraan

Mga Modyul ang kaharap, pinipilit maunawaan

 

Makalipas ang ilang buwan, unti-unti nang nararamdaman

Bilang ng mga mag-aaral ay tila ba nababawasan

Kahirapan at kalituhan sa pagsagot sa mga modyul ang dahilan

Hanggang kailan pa magtitiis ang mga batang Juan?

 

Ang ating paaralan ay hindi makapapayag

Gagawin ang lahat upang lahat ay makausad

Mga mobile teachers ay nagsimulang lumakad

Sinusuyod ang mga bata, huwag lang malaglag

Tunay ngang kahanga-hanga ang ating mga kaguruan

Handang gawin ang lahat matuloy lamang ang pag-aaral

Edukasyong pinadapa ng pandemya, ngayon ay lumalaban

Para sa magkaroon ang mga bata ng handang isip at lipunan.

 

(Photos by Kenneth Gaguis,)

 

Gaano Kadali Magpasensya?

Gaano ba kadali ang magpasensya? Kasing dali ba ito ng pagbiblang ng isa, dalawa, tatlo? Kasing dali ba ito ng paglalakad? Kasing dali ba ito ng paghinga?

May mga bagay sa ating buhay na sadyang hindi natin binibigyan ng halaga. May mga bagay na tila ba kompante na tayo dahil ang akala natin ay lagi itong nariyan. Kung kaya dumarating tayo sa punto na tayo ay nakalilimot.

Hinga ng malalim. Sabay buga. Hinga. Hawakan hanggang makakaya.

Hindi ba ang pasensya natin ay parang hihinga tayo tapos iho-hold natin pero kung hindi na natin kaya ay wala tayong choice kung hindi ibubuga na natin.

Hindi ba ang pasensya natin ay parang lobo na pwede nating palobohin pero kung humigit na nito ang hangganan ay tiyak na ito ay puputok.

Hindi madali ang magpasensya. Lalo na, hindi madali ang umunawa. Umunawa ng mga taong hindi marunong makisama. Umunawa ng mga taong sarili lang nila ang kanilang iniisip. Tila ba na sa kanila lang umiikot ang mundong ating ginagalawan.

Mahirap, pero kakayanin. Mahirap, dahil nasasaktan na ang ating mga damdamin. Lalo na kung ang pasensya mo ay lagging sinusubok ng mga taong nakapaligid sa atin.

Isa, Dalawa, Tatlo, Apat…

Sige magbilang tayo ng paulit-ulit. Paulit-ulitin natin hanggang sa tao ay matauhan sa ating mga kalokohan. O kung ‘di naman kaya ay pukpukin na lang ang kahit anong bagay na nasa ating harapan nang sa gayon ay makaramdam naman tayo ng kahihiyan.

Pasenya. Isang salitang madaling sambitin pero mahirap gawin.

Gaano kadali magpasensya? SOBRANG DALI.

PH Education System Towards Better Tomorrow

Philippine Education system has been gone to various paradigm shift and developments, from informal to formal system. We could see that there are huge differences among the education system that the country have used since then.

It is almost Five years since the first implementation of the enhanced basic education program. We saw changes of the curriculum and the grading system that the teachers are using. BEC to RBEC and now the K12 Curriculum. Grading system also undergone into various transformation, since then, teachers used numeric grades to assess the learners’ progress until the KPUP grading system was introduced on academic year 2014-2015 with letter grade used as the final rating of the students’ progress until discontinued a year later and replaced with WWPTQA grading system. (READ: New system; is this the key to a quality education?)

Changes are foreseeable and unstoppable, so teachers are continuously undergo trainings, workshops and seminars keep them competent to handle the changes on the system.

ICT in Classroom

How can teachers effectively use computers and the internet in the classroom?

Teachers can effectively use computers and internet in the classroom by knowing the needs of the students beforehand when doing the lesson plan. Teachers should not use those technologies as a replacement of MP4 (Manila Paper 4sheets). It should be used as an alternative way of learning that can supplement learning for the students. Teachers should use computers in an interactive and creative way as he/she can, in order to get the attention and to motivate the learners to listen and participate in the class discussion.

Does the technology make you learn? In what ways?

Yes, Technology helps a lot especially in searching new knowledge that the book cannot offer. There are many computer and mobile applications that can be used in learning. For example, when I need to read a news article, I don’t need to buy news paper, in few clicks; fresh and comprehensive news can be read through the news portals on the internet. Technology is a great learning aid and innovation in learning process. It helps us to get knowledge that we want in just a matter of seconds.

Looking Forward to the Future

I don't know how to start my entry. How to begin my first paragraph, my first sentence. It is hard for me to choose the appropriate word. But this is the only thing that runs to my mind. It is about how to start a better future.

A better future is our choice, it is up to us what way we will choose, either on a good way or bad way. For example, if you want a good life into the future, you must strive to finish your schooling first before to do things that you are not yet prepared. Think first before you do an action that can affect your life. Don't let your emotions eat you, use your mind, use your thinking skills to decide what will you do, what decision will you plan to make. Every decision is corresponding has a consequences.

If you have no plan in your life, just leave a consideration to those who strive their best to reach success. Do not pull them down. You can not help our country by just a street standby and jobless. Think again. The key to your to success is in your own bare-hands. You are the one doing your actions.

Think, think, think... think what future belongs to you...

Relevance of Learning Peace Education in My Course

-      Learning peace education as a future educator we should be a role model in promoting peace in our students as well in our community. We should live in accordance to the teachings and values of God and to live as helpers of God. Peace in Education and peace education is a vital part in students learning process because it is the part when we mold and inculcate our students to be a productive and values oriented part of our community.