My last entry for EDS 111

Earlier during this course, we were asked to answer these:

What denotes effective teaching for you? Provide justification/s for your answer.
What do you think are the characteristics and skills that teachers should possess in order to become effective teachers? Why?
What is the role of teachers for you?

1. My earlier response was that, effective teaching should go beyond the ability to come up with creative lesson plans and submitting grades on time. For me, it means ensuring that students are given experiences both in and outside their courses that will allow them to achieve their intended learning outcomes. These desired learning outcomes may be the students’ immediate goals that are relative to their reason(s) for finishing the course or they may also come as experiences that students may look back at for guidance as they deal with life in general. For instance, more than the subject matter, I remember my teachers teaching me life- lessons that I value ’til this very day like being honest, fair, hardworking, patient, compassionate etc. These are the same values that I impart with my own daughter as she slowly goes through life and faces challenges and opportunities for the first time.
Like what was mentioned above, I strongly believe that effective teachers must be honest and fair. Heck, we all should be regardless of what our professions are. Honesty and fairness should serve as our guiding principles in whatever we do. Effective teachers must also be hardworking in the sense that they strive to be better and not be stuck in a rut especially in this day and age where technology plays a very important role in teaching and learning. Patient and compassionate, as they will most likely deal with different individuals who obviously have unique needs and learning styles. Therefore, an effective teacher must truly learn to take the time to know their students on a personal level to determine the best approach or approaches that will work for them. And, in doing so, the challenge to be creative is then put to the test.

I will always identify teachers as second parents whose primary role is to educate our minds and to nurture our whole being. They can be our friend, our mentor, our critic or anything else that we can imagine them to be as I know that teachers wear all sorts of hats in order to effectively communicate or reach out to their intended audience.

After having been exposed to the various teachings in this course, I realized that effective teaching involves a lot more than just “having the knowledge and skill sets in teaching” or “having the passion to teach”. Effective teaching instead requires a gamut of elements that create the whole package. For instance, when we talk about knowledge base, it is not as simple as knowing what to teach your students. Rather, knowledge itself is a complex element on its own. Knowledge can pertain to 1) subject matter content knowledge, (Koehler, 2011), which is the understanding of the central facts, concepts, theories and procedures in teaching the actual subject matter that is to be taught or learned. Knowledge can also pertain to 2) Pedagogical knowledge, (Koehler, 2011) which pertains to the understanding of the processes and practices of teaching and learning. It is the broad understanding of all the elements involved in student learning like lesson plan development, classroom management, student evaluation, teaching techniques or methods to be used in the classroom, understanding of diverse learners ( target audience) and their methods of learning or how they construct their own knowledge and acquire their own skills. Knowledge may also refer to 3) pedagogical content knowledge, which may involve the understanding of students’ prior knowledge, pedagogical techniques, knowledge of what makes concepts difficult to learn, knowledge of teaching strategies etc., or 4) curricular knowledge, which is the knowledge on the systematic and intended packaging of competencies that learners should acquire through organized learning experiences both in formal and non- formal setting. (see: education-system/quality-framework/core-resources/curriculum/)

This brings me to my point that effective teaching requires the understanding of a complex kind of knowledge that is combined with proper skills and disposition. This means that effective teaching does not only mean that you understand “what” to teach, but it involves an understanding of “who” you are to teach, “how” to teach, them, “when” it is appropriate to teach, and even the question of “why” you teach. Knowledge in short involves not just the teacher’s know-how of the subject matter, rather, it involves an understanding of the methods and strategies in teaching, the understanding of students–including their background (culture, ethnicity, race, tradition, etc. ), the understanding of students’ prior knowledge and experiences, as well as their strengths and limitations.

Also, effective teaching requires that teachers possess skills that will enable them to do their professional practice. Like what Charlotte Danielson (2007) discussed in Enhancing Professional Practice, teachers are expected to have the skills to 1) plan and prepare, which involves their knowledge of content and pedagogy, their knowledge of their students, selection of instructional materials and other resources to use, and designing of student assessments, 2) manage classroom environment which involves establishing a culture that promotes learning, respect and rapport with one another, managing students’ behaviors and classroom procedures, 3) provide instructions, which involves communicating with students, using questioning and discussion techniques, engaging students in learning and demonstrating flexibility and responsiveness, and lastly, 4) demonstrate professional responsibilities, which entails reflection on teaching, maintaining accurate records of students’ progress, communicating with families, participation in a professional community, showing professionalism and growing and developing professionally.

I also learned that effective teaching requires reflection. Reflection about one’s experiences is a cornerstone of professional competence. (York-Barr, Sommers, Ghere & Montie, 2006). It is through reflection that one can make rational choices, be open- minded and introspective and be willing to accept responsibility for decisions and actions. Without reflection, teachers will fail to facilitate learning and will not be able to achieve professional growth. Reflection is also important in effective teaching for it allows the review and reassessment of practice and procedures not just in classroom management but in an instructional environment as well.

Another important learning for me is that of Scholarship of Teaching and Learning (SoTL). I am a firm believer of collaborative learning and SoTL for me is a validation that effective teaching is a “group” effort amongst all educators. The idea that effective teachers must always stay hungry for knowledge puts emphasis on the need for continuous reflection and professional growth, while the need to make public new learning and discoveries highlights the roles of effective teachers as catalyst for change and development in their students’ lives and the society.

2. on TPI

When I first did TPI, my results indicated that my dominant perspectives were transmission (39), apprenticeship (36) and nurturing (35). And, my initial reaction was that the results were spot-on. This is because I have always viewed teaching primarily as the transfer of knowledge from teacher to student while all other aspects are secondary. However, after having gone through intensive reading and learning of the various components of effective teaching and after having done TPI the second time, my results now indicate that my dominant perspectives are nurturing (41), developmental (39) and a tie between apprenticeship and social reform (37), whereas my minor perspective now is transmission (36). I suppose that this only goes to show that although I value the importance of knowledge, I am now more open to the idea that knowledge is not the sole primary component that makes up an effective teacher. If anything, my TPI results only prove that I am capable of finding a balance between caring for my students while challenging them to learn, and that I can promote an environment of trust, encouragement and support where challenging but reasonable goals can be set and where self- efficacy will never be sacrificed in favor of academic achievement. As for my developmental perspective, my take on this, after having had the experience of learning this course, is that I should continue to change how I think as a learner and not just see learning as an acquisition of facts, concepts and theories. Rather, I should develop a more complex and sophisticated way of reasoning and solving problems and must always be open to changing the old ways to give way to new knowledge and experience.

3. My realization is that I am not even close to becoming half of what an effective teacher is. I have realized that I have a long way to go in terms of my knowledge. I strongly feel that graduating from a four- year course was just the first step into what I truly want to be. This proves that learning is a continuous process and that I should always find the time and courage to learn more and that I must never feel content with what I already know because the truth of the matter is, there is so much more to learn. As an aspiring teacher, I have realized that for my sake and for my students’ sake, I must always strive to go further with my education and that is where UPOU plays an important role. Despite the many challenges and stumbling blocks, I consider myself fortunate to be given this opportunity to learn. And, with the objective of making a positive difference in my students’ lives, I will make sure not to give up and instead be motivated to succeed despite the odds.
Also, I realized that to be an effective teacher, it is not enough that I have the passion to teach. I must develop all those characteristics mentioned above for me to truly inspire and motivate my students. I must also put into good use my discovery of my dominant teaching perspectives and strengthen the minor ones. This, however, means that I will not put priority only on one or two perspectives, rather, I will make the most out of all the perspectives that I have in order for me to have a holistic approach on teaching. I also realized that not only am I supposed to understand better how my (future) students can best think and reason about the content that I will teach them but I must also learn how to awaken my students’ values and ideologies that may help them take a more active role in the improvement of their lives, and most especially the improvement of their society or community.


No Man is an Island

Perhaps the most striking lesson that I learned from reading module 3E is that nobody should feel that he/ she is alone. I, for one hate the feeling of being alone which is why I do not understand why some people feel that being isolated, especially in a learning environment, can be more beneficial than working with others. Personally, I can enumerate several reasons why collaborative learning is better.

1. Have you heard of the saying, “Two heads are better than one.” Not to be taken in the literal sense, this simply means that more ideas to a question, problem or learning situation may be devised or thought about if people put their heads together. The exchange of ideas can certainly bring educators/ learners to dig deeper into their knowledge, skills, experiences and expertise in order to come up and share what they believe is the best choice or solution to their problem or learning situation.
2. The practice of taking turns when sharing ones thoughts also helps educators/ students to learn an important skill, which is listening, and value, which is respect. A skill/ value that you may not necessarily learn, given that when you work alone, you just listen to yourself and no one else. So, basically, you only value your own take on things and will not be able to determine the best option since no other person will critique your work.
3. Also, working collaboratively teaches educators/ learners to compromise and accept the reality that sometimes better ideas may come from someone else. This enables them to be more accepting and open to new approaches and strategies instead of relying on traditional methods, even when there is that knowledge that these methods are not as effective as they should be in a given learning situation.
4. Collaboration promotes a happier learning environment. I believe that when educators/ learners expose their concern and situations on learning, they do not show that they are weak, rather, they allow others to see that they do not know everything but are willing to learn with the help from the people around them. It is through collaboration that individuals get to know each other better making the school or workplace a happier place for learning, and when individuals are happy they tend to be more productive.
5. Collaboration is for moving forward– in short, progress. I would like to think that the reason why educators/ learners share their ideas, expertise, materials, methods and strategies is so that they can affect more people along the way. Their agenda is to ensure that others learn, so keeping all the information to yourself is really not about serving others but serving yourself. In this case, one must again reflect on why he/she is teaching in the first place because perhaps a change of profession is what he/ she needs.
6. Collaboration encourages educators/ learners to feel valued. I say this because I find that people feel a certain pride if they know that they have contributed to another person’s success, which is why when individuals collaborate and when others see the importance of the person’s input in solving a problem, he/she feels good about his contribution to the group, community or workplace.
7. Lastly, collaboration allows for diversity to shine. Since all educators/ learners are unique, they must use their uniqueness to everyone’s advantage. For instance, when creating a project, learners must use their individual strength in order to come up with a more meaningful output. Otherwise, when all the members know exactly the same thing and can do things exactly the same way, their output may lack substance because they are not able to expose each other to alternatives or options given that they have similar skills and knowledge.

Having said all these, I respect that there are times that we, as learners, want to be left alone, say, to concentrate while working on something. But, I personally feel that when there’s an opportunity to learn from others or to share what you, yourself, know, we should not think twice about doing so because these opportunities not only allow us to expand our knowledge and skill sets, but more importantly, it allows us to have an impact on other people’s lives– which is a great blessing.

My Own Reflection

I would have to admit that when I was younger, I did not really care much about what other people think of me, because as a child I had other fun things that I focused on which to me were far more important than worrying about what others say about me. But, as I grew older, that perception changed. I became aware of how I would want others to ‘see’ me, and for reasons that I did not understand then, I wanted to belong or be a part of something. This was probably the reason why I gave so much importance to how people ‘see’ me. There were times that I would enjoy listening to the nice things that people say I am, like when they say that I am easy going, fun to be with, a good listener/ speaker, a leader and so on and so forth. However, there were also times when I had been told differently. Some perceived my being a leader as being bossy and wanting things to be done my way. In cases when people think ‘differently’ of you, you can not help but reflect or look really hard on whether what other people ‘see’ and say about you is true or not. Reflection allows you to examine yourself and formulate your own questions on why you think people see you the way that they do. It makes you look thoughtfully on whether what they say is based on something that has merits, and if so, you then think of options on how to change– not for them but for your own self- improvement.

And now that I am an adult with my own knowledge, experiences, beliefs and principles, my reflection of myself is used for the same reason– to make myself better primarily for the benefit of the people around me. As a wife and mother, I reflect on my thoughts and actions in order to create and maintain a positive and nurturing relationship with my husband and daughter. As a daughter, I reflect on the ways that my parents have raised me and used those wonderful memories of my childhood to give back to them. And, as a teacher hopeful, I would like to reflect on the many shared ideas, knowledge and practices so that I may one day be responsible in encouraging the next generation of hopefuls to reflect on their own perceptions of themselves in order to find their self- worth.

My awakening on creativity.

I have never looked at the word creativity in a complex way than when I first started reading the materials presented in Module 3C. Creativity in teaching, as I have learned, involves different factors which are composed of intellectual skills, knowledge, thinking styles, personality, motivation, environment and confluence. Intellectual skills are further divided into three aspects which are, 1) the ability to see problems in new ways and escaping the limits of conventional thinking (synthetic skills), 2) the ability to recognize which ideas are worth pursuing (analytic skills), and 3) the ability to sell your ideas to others (practical- contextual skill). Apparently, one skill alone is not enough, as creativity requires that it should be recognized and accepted by others and that for ideas to flourish, one must not conform to the standard way of thinking, and instead put in time to think for new and innovative ways to process a problem or a situation.

I also learned that in order to be creative, one must have enough know how about the subject or field that he is to teach, because the lack of one’s knowledge may set limitations to his own potential in expressing his creative works. The same is true with one’s thinking styles. There are various decisions about how to use the skills that are available to an individual and these decisions can be developed in order to generate new ideas and sell these ideas to others. A few of these decisions that can develop creativity are as follows: taking sensible risks, redefining problems, identifying and overcoming obstacles, allowing for mistakes to take place, encouraging collaboration and a lot more. Consequently, these characteristics define the personality of a creative thinker too. He is an individual who takes risks and stands up for what he believes in regardless of what other people think. A person who overcomes his hurdles and makes every mistake a learning experience. Someone who loves to think and create ideas with other people and finds true value in what others can give and will always have interesting ways of looking at problems and coming up with even more brilliant solutions.

A creative thinker also finds motivation in the work that he does and does not wait for external rewards such as praises and accolades just to keep him going. He finds that his motivation comes from his desire to perform the best way that he can, and he also knows that this is possible with an environment that is supportive and welcomes unorthodox ideas and views.

Lastly, a creative thinker is one who can withstand people’s anxiety over things that they cannot initially understand. He does not lose hope when society does not see pass status quo, but instead he shepherds them into realizing the importance of proposed ideas until they are able to recognize their value.

Teachers are superheroes too.

When I was a little girl, I would play with my friends and we would pretend to be superheroes. We would each pick our respective superpowers, and most often than not, I would pick invisibility, super strength and the ability to fly. For me, those were the best superpowers a hero can ever have to fulfill his/ her duties in ” saving the world”.

After having read the references provided for on teaching skills, I came to realize that like superheroes, teachers possess so many ” superpowers”, and that they continue to use these skills for the sole benefit of helping others– their learners.

Let’s begin with instructional planning and assessment skills. Like any good superhero, a teacher has the ability to identify the specific expectations and learning outcomes of his/ her students and appropriately plan strategies and methods to target those learning experiences and behaviors with the aid of his/ her chosen materials as arsenal for the students’ progress and development. He/ she makes sure that the plan is SMART, meaning, it is specific, measurable, attainable, realistic and time- bound. After all, the end objective is for him/ her to bring out the best in every student that he/she would have to “save”.

The teacher must also have an awesome classroom management skills. I cannot imagine any superhero that can work well in a chaotic setting. From Batman to Ironman, I have always noticed that their brilliant minds work extraordinarily well when they are in an organized surrounding. Just like those superheroes, teachers make sure that they create and maintain an orderly learning environment for their students because they recognize that their minds produce best results when they are exposed to an environment or atmosphere that fosters creativity and that through their recognition of rules, students’ develop their own routines and they learn to have a sense of responsibility for their actions and behaviors.

Teachers are also known for their motivational skills. Just like the superheroes who know what makes their nemeses tick off, teachers can identify and understand what triggers students’ behaviors and actions and provide the support and guidance that they need in order to adapt to any learning environment. Teachers also recognize opportunities to praise and reward students when the situation calls for it, and are always there to explain the value of being a part of something, which is the code for encouraging students to give importance to the formation of good relationships and affiliations.

When it comes to interpersonal skills, teachers serve as good role models of what they preach. They show respect not just in their words but in their actions, and they will, as much as they can, condemn the wrong doing but not the doer. Like most superheroes, teachers give students nonjudgemental feedback. They also live by the same rules that they have set for their students, which makes them all the more a suitable figure of authority.

Last but certainly not the least, teachers work well with diversity. Saying this makes me imagine about the Superfriends. Having watched so many episodes of that cartoon makes me appreciate how Superman can work well with Wonderwoman, Batman, The Flash etc. I mean, they did not come from one place and they obviously have so many differences, but despite all those, they chose to respect each other and use their powers for the greater good. Like the Superfriends, teachers are able to recognize diversity in their students and use their differences for their own benefit by taking those differences into account when planning for instructions that will allow them to come up with a variety of teaching alternatives and learning experiences that would aim to recognize students’ individuality and at the same time use those differences as avenues towards successful learning.

Having said all these, I cannot help but imagine myself doing all these tasks in my own classroom someday. And, when I do, I’ll make sure to use all of my “superpowers ” to be the best teacher that I can possibly be.

If teaching is a challenge, then it is a challenge that I accept.

For a full- time mother and a part- time student like myself, I’d have to say that this week has been such a test of my character. And, in my efforts to do well in both my responsibilities, sometimes, I feel that I end up shortchanging one over the other.

But, if teaching is a challenge, then it is a challenge that I am willing to accept, despite the many factors that I, myself, know I need to improve on. For instance, knowledge base teaching. I have not had any teaching class for so many years now, and although enrolling in distance learning is a good way to keep my mind from getting rusty, it still feels different to have an actual, live class where you can share and apply what you’ve learned, and see the reaction of your students instantaneously upon learning something new from you. I actually miss the days when my partner and I would brainstorm about our objectives, our planned games and activities to introduce new lessons, and the kinds of tests that we’ll both have for our individual English Communication Arts (ECA) classes. I miss the thrill of having my boss, the Subject Team Leader, in my class to observe me teach and then explain to me my strengths and areas for improvements. I miss having that kind of chat with a boss who shares with me her knowledge and experiences about working in the academe, as well as her expertise and her genuine hope for you to succeed. I miss having peers come up to me when I feel frustrated about a particular student’s behavior and offer advice about what works for her, tells me to try the same technique and wishes me to have more patience and understanding for these kids. I miss having to be pleasantly surprised about a brilliant idea that came from a 7 year old student on ways to save mother Earth after a discussion of a story we had in our Reading class.

With all these things absent in my current state, I still believe that I can still be a good teacher in the future, especially now that I yearn for more information. I believe that effective teaching means not having to rely on the knowledge that you already have. Instead, one must continue to be hungry for more, because if you stop wanting more knowledge then that’s when you and your teaching methods deteriorate, and then you lose your passion, desire and excitement to teach.
And, since teaching, like so many other things evolve, one must evolve with it. For example, when introducing the topic on nouns to grade one students, instead of presenting pictures of persons, animals, places and things to them– which they can easily identify, I will instead provide them with a letter of the alphabet and then have them give me names of persons, places, animals and things that start with that letter. This way, I make sure that I don’t spoon- feed them with information/ knowledge that they already know but tap their imagination and creative thinking skills that will allow them to visualize those things/persons that are outside the four corners of their classroom. This is also a good way for them to share their knowledge of those things/experiences with their co- learners since I’m sure that each experience will be unique to each child.

I also feel that I should be hungry for more feedback or critiquing and welcome these observations with an open heart. I realized that it is with feedback from others that I learn, reflect and reassess what works and what does not. It is with these feedback that I can develop my skills in my delivery of the content subject and the creation of evaluation and assessments that will help measure my students’ understanding of the lessons. More importantly, I learned that even students can help in my development as an effective teacher and that I should listen to what they have to say about learning because they themselves will experience it with me.

Lastly, with all the seemingly challenging demands of teaching, my prayer is to not lose my disposition– values, attitudes and beliefs, as these will serve as my fuel to help young minds develop and turn into independent and self- sufficient human beings who someday may choose to do the same for the next generation of learners.

Thank God for Movies!

Let me start off this ejournal entry with an admission. I’d have to say that, I found some of the information difficult to digest and quite overwhelming. There were times that I had to stop, reread and reassess my strategies on how I should understand the lessons. Then it dawned on me that some of what I have read are of similar plots to the movies that I have watched about elitist societies, poor communities and education.

In reference to the first module, what struck my interest the most was how elitist society can maneuver their way through schools like in the movie Mona Lisa Smile. The movie depicted that people with money, authority and influence can pretty much have their way of affecting how schools/ institutions believe that an educator may or may not be good enough for their children, as in the case of Katherine, the protagonist in the movie. She is a teacher who is not afraid to shake the norms that have been set by this traditional school and instead, challenge young, intelligent women to do more for themselves and not settle for just married life. This notion that women can offer more was, of course, frowned upon by parents who sat on the board of trustees. They believed that the challenge that Katherine posed for their children were simply ludicrous, and for that she was given restrictions. These restrictions did not dampen her spirit though, instead with enough courage to go against societies’ mores, her students finally saw the goodness of her intentions.

I may not have so many years of exposure in the academe but based on real- life stories that I was able to read in the net, I can say that, sadly, others have not learned anything from history since this practice is still prevalent. There still are individuals who are blinded by power and wealth, and instead of using both, for the improvement of the lives of young men and women, they use these resources to take control over them or to advance whatever agenda they have for themselves.

On the other hand, I got to identify the opposite side of the spectrum upon answering a question for the second module. And again, my understanding of that particular question led me to recall another movie. This time, however, it was a poor society that pitched in to make a difference in the lives of young men. These young men were seen as hopeless human beings at first, but because one man ( Ken Carter) started to care, the entire society learned that there was still a “fighting chance” for these young men. That belief blossomed into hope that despite their unfortunate circumstance, there is and will always be opportunities for change especially for those who’d work hard to make it happen.

These movies are both educational and inspirational. They mirror the truth about society– the good, the bad and the ugly. What I take from all these is the thought that despite how situations can be difficult for us sometimes, the belief that my principles about what I need to do for my students should never be compromised and that certain sacrifices for the welfare and well-being of my students will always be worth my time, effort and commitment.

A Day of Reflection


I find it very timely that I am reflecting today about what I have learned throughout the many, many years of my existence here on earth. I say timely, because I am writing this entry on the day when the challenge of our very special guest, Pope Francis, is for us to reflect on how we have lived, and continue to live our lives– whether or not we have looked at the needs of our poor brothers and sisters in God.

Having said this, I cannot help but think that perhaps, one of the reasons why I contemplate on the importance of these new lessons today, is that I needed to have a better understanding of the kind of teacher I want to become. Perhaps, being able to provide new things, ideas, insights to my future students is not enough to be recognized as an effective teacher. Instead, the realization that more and more people need care, attention, opportunities, trust, patience and understanding, is the real message of these lessons and that I must not be complacent with the things that I know now but to challenge myself even further to develop into a “teacher” who would give as much importance to the well- being of her students as that of their intellectual gains. Someone who will not give up when faced with difficulties in teaching situations or difficulties with her students. Someone who will promote values and ideologies but will allow her students to have a mind of their own. Someone who will give students opportunities to try and succeed and not dominate the entire learning experience just because she can. And, someone who will always be mindful that she has been called to play a role that will make a difference in the lives of others whom she would teach.

Time- Management: My Great Nemesis

Like many of us, I, too am a person who wears different hats. I am a mother, a wife, a daughter, a sister, a friend and the list goes on. So, it goes without saying that I play different roles on a daily basis and together with those roles are the different expectations of me.

I have to admit that I have known myself to be good at time management until I was proven wrong twice today. Of course, it came as a shocker because I have always thought that since I am able to accomplish things on time, it is tantamount to doing things the right way. Regardless of the anxiety that the “process of finishing up” sometimes brings.

After accomplishing two of the suggested surveys, ( and, I was made aware that I still have a few more missteps when it comes to managing my time. These missteps, however, are things that I can definitely work on and should not in any way hinder me from achieving the goals that I have set for myself. If anything, the realization that I should 1) learn to delegate responsibilities, 2) be able to say “no” and 3) give up total control when necessary are a few pointers that I believe will direct me to achieving those goals. And, with the guidance and support from both my peers and FIC, I am sure that the only direction I am headed to is FORWARD.



What I took from Assignment #2

I have to admit that I had my apprehensions after finding out that Assignment 2 would entail working in a group. I realize that working in a group has its advantages, and that more than coming up with a product, the objectives of such activity are to also measure how well one can work with the rest of the group and that, it encourages collaborative learning as well as strengthen one’s interpersonal skills. I am, of course, all for those underlying rewards but I can’t be blamed if I think that along with the advantages comes the disadvantages of working in a group such as, dealing with people with different personalities, temperament, sense of responsibility (or the lack thereof), commitment issues etc. I suppose that as a student, I have always seen myself as the sole owner of my work and my fate. Sure, there may be times that I asked for other people’s help but at the end of the day, I still am responsible for choosing whether or not to accept the help or advice that is offered.

After finishing this assignment though, I actually realized that it was good to have been able to engage in this activity with a bunch of people who showed me that it was okay to share with them the responsibilities that were asked of us to do. They have proven to me that working in a group (especially with those who take learning at the same level as you do) isn’t bad at all. If anything, it made the work easier and more meaningful. Easier because we got to share the workload and more meaningful because of the exchanges of ideas that transpired. Oh, and yes, it was quite fun too. Fun to see that you’re not the only worrywart thinking and dreaming of what you need to finish.

Now the question is, will I ever do the same to my future students? My answer is, ABSOLUTELY. Just like what I learned, I would want my students to learn the value of working well with people and making compromises. Let’s be honest, this world that we live in is tough and I don’t think that anybody can survive without making compromises or giving and taking. Consequently, if I were to have my students engage in the same activity, I will make sure that I apply the same things that I have learned in this course, that is to be prepared with a Table of Specification and Rubrics that will be essential tools for me to measure my students abilities without any biases but with validity and reliability as I know that they will put in the time and energy into their work and as such I would like to give those who truly strive what is due them. That to me is fair game.