People are often unreasonable, illogical, and self-centered;
...Forgive them anyway!
If you are kind, people may accuse you of selfish, ulterior motives;
...Be kind anyway!
If you are successful, you will win some false friends and some true enemies;
...Succeed anyway!
If you are honest and frank, people may cheat you;
...Be honest and frank anyway!
What you spend years building, someone could destroy overnight;
...Build anyway!
If you find serenity and happiness, they may be jealous;
...Be happy anyway!
The good you do today, people will often forget tomorrow;
...Do good anyway!
Give the world the best you have, and it may never be enough;
...Give the world the best you've got anyway!
You see, in the final analysis, it is between you and God;
It was never between you and them anyway.
Thursday, December 3, 2009
Sunday, November 29, 2009
FeMiNisM iN LiTeRaTuRe
Feminism has gradually become more far-ranging and subtle in its attacks on male-dominated society. Many injustices still need to be corrected, but equally necessary is a more down-to-earth, tolerant and compassionate view of fellow human beings.
Critics, being generally male, had not generally concerned themselves with gender issues. Most of the world's great literature had been written by men. Sappho, Austen, the Brontës and Emily Dickinson apart, it was difficult to think women really had it in them to write at the highest level. Literature was literature, and critics saw no need to distinguish a specifically feminine way of writing or responding to a text.
Virginia Woolf was herself a refutation of that thesis, though her mental breakdown was perhaps brought on by the strain of balancing male self-realization with female abnegation. But in her essay Professions for Women, Woolf complained only that women's social obligations hindered a writing career. Their lives gave them a different perspective, but women were not fundamentally different from men in their psychological needs and outlooks.
The gathering feminist movement very much disagreed, and argued that women's writing expressed a distinctive female consciousness, which was more discursive and conjunctive than its male counterpart. Such consciousness was radically different, and had been adversely treated. Simone de Beauvoir in The Second Sex documented the ways "Legislators, priests, philosophers, writers and scientists have striven to show that the subordinate position of women is willed in heaven and advantageous on earth." Women had been made to feel that they were inferior by nature and, though men paid lip-service to equality, they would resist its implementation. Some men might be sympathetic to women's issues, but only women themselves knew what they felt and wanted.
Nonetheless, by the early eighties, feminists had advanced to a much more confrontational attack on male hegemony, advocating a complete overthrow of the biased (male) canon of literature. French feminists argued that women should write with a greater consciousness of their bodies, which would create a more honest and appropriate style of openness, fragmentation and non-linearity. Parallel studies in the visual arts stressed a feminine sensibility of soft fluid colours, an emphasis on the personal and decorative, and on forms that evoked the female genitalia.
Five years later the debate had moved on, from exclusively feminine concerns to the wider issues of gender in social and cultural contexts. Patriarchy and capitalism should be examined more closely, perhaps as Althusser had attempted, and sophisticated models built to integrate the larger web of economics, education, division of labour, biological constraints and cultural assumptions.
Literature will often reflect the cultural assumptions and attitudes of its period, and that of course includes attitudes towards women: their status, their roles, their expectations. But a literature doctored of male-orientated views would be failing in its first requirement, to present a realistic or convincing picture of the world. Moralizing, which includes political correctness, has its dangers.
Feminists have argued for positive discrimination as the only way to correct centuries of bias. Nonetheless, the consensus emerging among black Americans is that positive discrimination is counter-productive. Disadvantaged minorities desperately need the odds levelled, but not patronizingly tilted in their favour.
Psychoanalysis has little scientific standing, and Lacanian theory is further disputed within the psychoanalytical community itself. Feminism does itself few favours by relying on these supports.
A more damaging criticism is the concept of the feminine itself. Does it really exist? There are very real differences in the psychological make-up between the sexes, but testing also indicates what anthropologists have long accepted: the expression of those differences is more determined by cultural factors than sexuality per se. Feminists who argue for a more understanding, fluid, and delicate attitude are not so much advocating qualities native to women but for attitudes still repressed by society. That in turn suggests society itself needs exploring rather than sex differences per se, which is indeed a view more recognized in contemporary feminist studies.
A rather fuller article can be found on TextEtc.
Critics, being generally male, had not generally concerned themselves with gender issues. Most of the world's great literature had been written by men. Sappho, Austen, the Brontës and Emily Dickinson apart, it was difficult to think women really had it in them to write at the highest level. Literature was literature, and critics saw no need to distinguish a specifically feminine way of writing or responding to a text.
Virginia Woolf was herself a refutation of that thesis, though her mental breakdown was perhaps brought on by the strain of balancing male self-realization with female abnegation. But in her essay Professions for Women, Woolf complained only that women's social obligations hindered a writing career. Their lives gave them a different perspective, but women were not fundamentally different from men in their psychological needs and outlooks.
The gathering feminist movement very much disagreed, and argued that women's writing expressed a distinctive female consciousness, which was more discursive and conjunctive than its male counterpart. Such consciousness was radically different, and had been adversely treated. Simone de Beauvoir in The Second Sex documented the ways "Legislators, priests, philosophers, writers and scientists have striven to show that the subordinate position of women is willed in heaven and advantageous on earth." Women had been made to feel that they were inferior by nature and, though men paid lip-service to equality, they would resist its implementation. Some men might be sympathetic to women's issues, but only women themselves knew what they felt and wanted.
Nonetheless, by the early eighties, feminists had advanced to a much more confrontational attack on male hegemony, advocating a complete overthrow of the biased (male) canon of literature. French feminists argued that women should write with a greater consciousness of their bodies, which would create a more honest and appropriate style of openness, fragmentation and non-linearity. Parallel studies in the visual arts stressed a feminine sensibility of soft fluid colours, an emphasis on the personal and decorative, and on forms that evoked the female genitalia.
Five years later the debate had moved on, from exclusively feminine concerns to the wider issues of gender in social and cultural contexts. Patriarchy and capitalism should be examined more closely, perhaps as Althusser had attempted, and sophisticated models built to integrate the larger web of economics, education, division of labour, biological constraints and cultural assumptions.
Literature will often reflect the cultural assumptions and attitudes of its period, and that of course includes attitudes towards women: their status, their roles, their expectations. But a literature doctored of male-orientated views would be failing in its first requirement, to present a realistic or convincing picture of the world. Moralizing, which includes political correctness, has its dangers.
Feminists have argued for positive discrimination as the only way to correct centuries of bias. Nonetheless, the consensus emerging among black Americans is that positive discrimination is counter-productive. Disadvantaged minorities desperately need the odds levelled, but not patronizingly tilted in their favour.
Psychoanalysis has little scientific standing, and Lacanian theory is further disputed within the psychoanalytical community itself. Feminism does itself few favours by relying on these supports.
A more damaging criticism is the concept of the feminine itself. Does it really exist? There are very real differences in the psychological make-up between the sexes, but testing also indicates what anthropologists have long accepted: the expression of those differences is more determined by cultural factors than sexuality per se. Feminists who argue for a more understanding, fluid, and delicate attitude are not so much advocating qualities native to women but for attitudes still repressed by society. That in turn suggests society itself needs exploring rather than sex differences per se, which is indeed a view more recognized in contemporary feminist studies.
A rather fuller article can be found on TextEtc.
linggwistika
INTRODUCTION
Ang isang Muslim ay ang taga taguyod ng Islam. Sa literal na kahulugan ng salita, ang Muslim ay sinumang taong ipinagkaloob ang sarili sa Diyos(Allah).
Karamihan sa mga Muslim ay tinatanggap bilang kapwa Muslim ang simnumang matapat na binigkas ang Shahada, isang ritwal pagpahayag ng pakakaloob sa Diyos at ang paninindigan na si Muhammad ang huling propeta. Isinasalarawan ng mga Muslim ang mga maraming karakter sa Biblia, katulad nina Musa(Moses) at Isa(Hesus) bilang mga Muslim dahil bilang mga propeta, ipinagkaloob nila ng buo ang kanilang sarili sa Diyos.
Ang mga Muslim ay may tatlong wikang ginagamit. Isa ditto ang Maranao na syang ginagawan naming ng panananliksik.
Ang Maranao ay ang tawag sa mga mamamayan ng Lanao na isang rehiyon ng Muslim sa isla ng Mindanao sa Pilipinas. Kilala sila sa kanilang obra, paggawa ng ibat-ibang bagay, at ang kanilang epikong literature. Ang salitang Maranao, na binabaybay ring Maranaw ay nangangahulugang “mga tao sa lawa”, na tumutukoy sa mga nitibong tao na naninirahan sa paligid ng Lawa ng Lanao na ang pinakalungsod ay Marawi City. Ang mga Maranao ay kasama sa malawak na grupo ng Moro na syang ika-anim na pinakamalaking grupo ng etnikong Pilipino.
Ang mga Maranao ay karaniwang naninirahan sa mga probinsya ng Lanao del Sur at Lanao del Norte. Marami rin sa kanila ang matatagpuan sa Zamboanga del Sur, Bukidnon, Davao, Cotabato, Maguindanao at sa iba pang lugar sa kanlurang bahagi ng Pilipinas mula Basilan hanggang Tawi-Tawi. Ilan ding maliliit na komunidad ng mga Maranao na karamihan ay mga mangangalakal ay karaniwang matatagpuan sa mga malalaking lungsod sa Pilipinas. Sila ang pinakamalaking pangkat ng mga di-kristiyanong Pilipino at ititnuturing na pinakamatapang na pangkat ng mga Pilipino dahil sa hindi sila natalo o nasakop ng mga dayuhan. Malaki ang pagpapahalaga nila sa kanilang pagkakaibigan at sadyang matapat. Mayroon silang sari-sarili at katutubong kultura ngunit pareho parin ang pagsamba nila sa kanilantg diyos na si Allah.
ANG IMPORMANTE
Bahagi ng asignaturang linggwistika ay ang pananaliksik at pagsusuri ng wika upang alamin ang palatunuan at palabuuan ng pinag-aaralang wika. Para mabigyang katuparan ang pagsisiyasat, layunin nating makakuha ng impormante na syang magsasalinwika at sya ang magbibigay ng katumbas sa mga salitang karaniwang ginagamit sa pang-araw-araw.
Ang aming impormante ay nagngangalang Camad Grande Pacoga. Siya ay tatlumpo’t-anim(36) na taong gulang. Ipinanganak noong ika-15 ng Marso taong 1972 sa Malabang, Lanao del Sur. Anak nina Hadji Abdul Latip at Conolan Latip. Siya ay kasalukuyang naninirahan sa Poblacion, Prosperidad, Agusan del Sur kasama ang kanyang pamilya. Ang kanyang asawa ay si Baby Flor Marqueta Pacoga. May tatlo din silang anak: Amirah, 11 taong gulang, Alinor, 10 taong gulang, at Sarah Mae, 8 taong gulang.
Ang kanyang trabaho aya ang pagnenegosyo. Ang mga wikang alam nyang gamitin ay Muslim Maranao, Tagalog, Bisaya, at ingles. At ang aming pinag-aaralang wika ay ang wikang natural sa kanya----Muslim Maranao.
CORPUS
Tagalong Muslim Transkripsiyon
maganda mataid /mataid/
mabait mapiya e adat /mipiyaadat/
masaya malangas /malanas/
malungkot khakharata ginawa niyan /khakharata’/
mahirap kareregenan /karere:genan/
mayaman malay tamok /malaytam:mok/
malinis limpiyo /limpyo/
marumi maresik /marsik/
matalino mapasang /mapasan/
bahay walay /wal:lay/
damit bangala /ban:nala/
paaralan iskwelahan /iskwelahan/
kapitbahay sirengan /sirenan/
kasama ped /pad/
bumili pamasa /pamasa /
kunin kuwaan /kwaan/
lakad pelalakaw /pelalakaw/
talon thepo /tepo’/
takbo phalalagoy /palal:lagoy/
upo maguntod /mag:untod/
tayo tindog /tindug/
tulog phakaturog /pakaturog/
gising phaganaw /pagnaw/
ulan uran /uran/
init mayaw /mayaw/
apoy apoy /a:poy/
tanghali miyauto a alungan /miyautoaalunan/
hapon miya gabe /miyagabe/
bukas mapita /mapita/
sarado miyanglub /miyang:lub/
malaki mala /mala’/
maliit maito /maito’/
maysakit pakusakit /paku:sakit/
malusog mabeger /mabagar/
mataas mapuro /mapuro’/
mababa mababa /mabuba’/
magaling mapasang /mapasan/
malapad maolad /maolad/
sapa lawasaig /lawasaig/
dagat ragat /ragat/
umaga miyapita /miyapita’/
mama ina /ina’/
papa ama /ama’/
ate kaka bae /kakababay/
kuya kaka mama /kakamama /
kapatid pagari /pagari’/
asawa karuma /karuma /
katawan lawas /lawas/
sakay phagda /pagda’/
magluto phaninindaan /phaninin:daan/
gulay kamo /kamo /
maanghang maluya /maluya /
maasim masem /masem/
matamis mamis /mamis/
mapait mapait /mapait/
malalim madalem /madalum/
mag-aaral phagiskuwila /phagiskwela/
matangkad mapuro /mapuro’/
kasintahan pagidaan /pagida’an/
pag-ibig kabaya /kabaya’/
matapang marangit /maranit/
mataba khawlit /kawlit/
payat phagti /pagti /
punongkahoy pamumulan /pamumulan/
umiyak pheng guraok /ping:guraok/
tumawa phesinga /pisena’/
natakot meyalek /miyalak/
namatay miyatay /miyatay/
guro ustad /ustad/
hayop pangangayamen /pananayaman/
bata wata /wata’/
salamat sukran /sukran/
matanda miyalukes /miyalukas/
pagkain pangenengkon /pananankan/
katulong talasugo /tasugo’/
kaaway kontra /kontra’/
kaibigan layo /layuk/
marami madakel /madakal/
madilim malebuteng /malebutan/
mabaho mado /mado’/
masarap mapiya e taam /mapiya’eta’am/
pera pirak /pirak/
kanta idaida /ida’ida’/
isda sda /sda’/
misa lamisaan /amisa’an/
kusina tulang /tulan/
laruan getagetaan /geta geta’am/
buntis mawagat /mawgat/
kwento tutulan /tutulan/
nalilito pukamamasa /puka:mamasa/
aklat ribro /ribro /
kwarto koarto /kwarto /
dahon raon /ra’un/
buhok bok /bok/
sapatos talumpa /talum:pa’/
kagubatan palao /palao/
lugar engud /enud/
tindahan tindahan /tinda:han/
I. Gumawa ng Ponetikong Tsart
Tsart ng mga Katinig
Punto ng Artikulasyon
Paraan ng Artikulasyon Panlabi Pang-ngipin Panggilagid Pangalangala Velar Glottal
Pasara
w.t.
m.t.
Pailong
m.t.
Pasutsot
w.t.
Pagilid
m.t.
Pakatal
m.t.
Malapatinig
m.t.
p,p,p,p,p,p,p
b,b,b,b,b
m,m,m,m,m
t,t,t,t,t
l
y
k
g
n
Tsart ng mga Patinig
Harap Sentral Likod
Mataas
Gitna
Mababa
i
e
a
u
o
II. Itala ang mga pinagsususpitsahang tunog.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
III. Isulat ang mga hindi pinagsususpetsahang tunog.
[c, d, f, h, j, p, s, v, w, y, z, b, m, l, k, t, q, r, n, n, ‘]
[a, e, i, o, u]
IV. Kaligiran ng pinagsususpetsahang tunog.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
Ang [b] ay matatagpuan sa unahan ng [a]; ang [b] ay laging matatagpuan sa unahan ng [i]; ang [b] ay laging makikita bago ang [e]; ang [b] ay laging matatagpuan sa unhan ng [o]; ang [b] ay matatagpuan naman sa unahan ng [u].
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
Ang [t] ay laging matatagpuan sa unahan ng [a] tulad ng mga salitang mataid,mapita at iba pa. Ang [t] naman ay matatagpuan sa unahan ng [h] tulad ng salitang thepo. Ang [t] naman ay laging matatagpuan sa unahan ng [o] tulad ng salitang maguntod, maito at iba pa. Ang [t] ay laging matatagpuan bago ang [i] tulad ng salitang tindug, phagti at iba pa. [t] naman ay laging matatagpuan bago ang [u], halimbawa nito ang ang salitang tulang.
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
Ang [p], [p], [p], [p], [p], [p], at [p] ay naiimpluwensyahan ng mga kasunod na ponema. Ang [p] ay hindi nagbabago sa pagbigkas dahil ang kasunod nito ay ang [a]. Ang [p] naman ay nnagkakaroon ng kaunting fronting sapagkat ang [i] ay nasa harap. Ang [p] ay nagkakaroon ng kaunting blocking o palikod sapagkat ang [o] ang kasunod nito. Ang [p] ay nagkakaroon ng matinding katigasan sa pagbigkas dahil sa kasunod na [e]. ang [p] naman ay laging may kasunod na [u]. Ang [p] at [p] ay magkapareha lang sa pagbigkas subalit nagkakaroon ng pagkakaiba depende sa patinig na kasunod, kung ito ba ay [e] o [a].
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
Ang [m] ay laging matatagpuan sa unahan ng [a]: mataid, malangas at iba pa. ang [m] naman ay matatagpuan bago ang patinig na [e] tulad ng meyalek, pangangayamen at iba pa. ang [m] naman ay sinusundan ng [i] gaya ng miyapita, miyatay at iba pa. ang [m] naman ay laging makikita bago ang [u]. ang [m] din ay laging matatagpuan sa unhan ng [o] sa mga salitang tamok at kamo.
V.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
Ang [b] ay matatagpuan sa unahan ng [a]; ang [b] ay laging matatagpuan sa unahan ng [i]; ang [b] ay laging makikita bago ang [e]; ang [b] ay laging matatagpuan sa unhan ng [o]; ang [b] ay matatagpuan naman sa unahan ng [u].
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
Ang [t] ay laging matatagpuan sa unahan ng [a] tulad ng mga salitang mataid,mapita at iba pa. Ang [t] naman ay matatagpuan sa unahan ng [h] tulad ng salitang thepo. Ang [t] naman ay laging matatagpuan sa unahan ng [o] tulad ng salitang maguntod, maito at iba pa. Ang [t] ay laging matatagpuan bago ang [i] tulad ng salitang tindug, phagti at iba pa. [t] naman ay laging matatagpuan bago ang [u], halimbawa nito ang ang salitang tulang.
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
Ang [p], [p], [p], [p], [p], [p], at [p] ay naiimpluwensyahan ng mga kasunod na ponema. Ang [p] ay hindi nagbabago sa pagbigkas dahil ang kasunod nito ay ang [a]. Ang [p] naman ay nnagkakaroon ng kaunting fronting sapagkat ang [i] ay nasa harap. Ang [p] ay nagkakaroon ng kaunting blocking o palikod sapagkat ang [o] ang kasunod nito. Ang [p] ay nagkakaroon ng matinding katigasan sa pagbigkas dahil sa kasunod na [e]. ang [p] naman ay laging may kasunod na [u]. Ang [p] at [p] ay magkapareha lang sa pagbigkas subalit nagkakaroon ng pagkakaiba depende sa patinig na kasunod, kung ito ba ay [e] o [a].
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
Ang [m] ay laging matatagpuan sa unahan ng [a]: mataid, malangas at iba pa. ang [m] naman ay matatagpuan bago ang patinig na [e] tulad ng meyalek, pangangayamen at iba pa. ang [m] naman ay sinusundan ng [i] gaya ng miyapita, miyatay at iba pa. ang [m] naman ay laging makikita bago ang [u]. ang [m] din ay laging matatagpuan sa unhan ng [o] sa mga salitang tamok at kamo.
VI. Mga Kaligiran
Pinagsususpetsahang
Tunog [a] [i] [e] [o] [u] [he] [he]
[b] ||||
[b] |||
[b] ||
[b] |
[b] |
Ang ponemang [b] ay mas madalas matatagpuan sa kaligirang [a] kaysa sa kaligirang [u] at [o]. walang matatatagpuan sa kaligirang [he] at [ha].
Pinagsususpetsahang
Tunog
[m] |||||-|||||-|||||-|||||-|||||-|||||-||
[m] ||
[m] |||||-||||
[m] |
[m] ||
Ang ponemang [m] ay mas madalas matatagpuan sa kaligirang [a] kaysa sa kaligirang [u] at walang matatagpuan na nasa kaligirang [he] at [ha].
Pinagsususpetsahang
Tunog
[p] |||||-|||||
[p] ||
[p] |||||-|
[p] ||
[p] ||
[p] ||
[p] ||||-||
Sa wikang Maranao Muslim, ang ponemang [p] ay mas madalas gamitin sa kaligirang [a] kaysa kaligirang [i], [o], [u], [e].
Pinagsususpetsahang
Tunog
[t] |||||-|||||-|
[t] |
[t] |||
[t] |||||
[t] |||
VII.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
Ang [b], [b], [b], [b], at [b] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
Ang [t], [t], [t], [t], at [t] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
Ang [p], [p], [p], [p], [p], [p], at [p] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
Ang [m], [m], [m], [m], at [m] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
VIII.
Ponemikong tsart ng katinig
Punto ng Artikulasyon
Paraan ng Artikulasyon Panlabi Pang-ngipin Pang-gilagid Pangalangala Velar Glottal
Pasara
w.t.
m.t.
Pailong
m.t.
Pasutsot
w.t.
Pagilid
m.t.
Pakatal
m.t.
Malapatinig
m.t.
p
b
m
t
d
n
s
l
r
y
k
g
w
h
Ponemikong Tsart ng mga Patinig
Harap Sentral Likod
Mataas
Gitna
Mababa
i
e
a
u
o
IX. Paglalahat
Ang /e/ ay binibigkas na /u/ sa halip na/e/. Ang /ph/ naman ay bibigkas na /p/ sa halip na /f/. Ang /o/ naman ay binibigkas na /w/ sa halip na /o/. Ang mga pinaghihinalaang tunog ay nagkakaroon ng pagkakaiba sa paraan ng pagbigkas dahil sa mga letrang patinig na kasunod ng mga ito. Ang paraan ng kanilang pagbigkas ay mabilis at dahil dyan ay hindi natin mapansin na may haba pala ang mga salitang kanilang binibigkas. Ang /ma-/ at /pha-/ ay karaniwang nasa unahan ng mga salitang ugat nang pandiwa, at ito ang nagsisilbing panlapi.
Ang isang Muslim ay ang taga taguyod ng Islam. Sa literal na kahulugan ng salita, ang Muslim ay sinumang taong ipinagkaloob ang sarili sa Diyos(Allah).
Karamihan sa mga Muslim ay tinatanggap bilang kapwa Muslim ang simnumang matapat na binigkas ang Shahada, isang ritwal pagpahayag ng pakakaloob sa Diyos at ang paninindigan na si Muhammad ang huling propeta. Isinasalarawan ng mga Muslim ang mga maraming karakter sa Biblia, katulad nina Musa(Moses) at Isa(Hesus) bilang mga Muslim dahil bilang mga propeta, ipinagkaloob nila ng buo ang kanilang sarili sa Diyos.
Ang mga Muslim ay may tatlong wikang ginagamit. Isa ditto ang Maranao na syang ginagawan naming ng panananliksik.
Ang Maranao ay ang tawag sa mga mamamayan ng Lanao na isang rehiyon ng Muslim sa isla ng Mindanao sa Pilipinas. Kilala sila sa kanilang obra, paggawa ng ibat-ibang bagay, at ang kanilang epikong literature. Ang salitang Maranao, na binabaybay ring Maranaw ay nangangahulugang “mga tao sa lawa”, na tumutukoy sa mga nitibong tao na naninirahan sa paligid ng Lawa ng Lanao na ang pinakalungsod ay Marawi City. Ang mga Maranao ay kasama sa malawak na grupo ng Moro na syang ika-anim na pinakamalaking grupo ng etnikong Pilipino.
Ang mga Maranao ay karaniwang naninirahan sa mga probinsya ng Lanao del Sur at Lanao del Norte. Marami rin sa kanila ang matatagpuan sa Zamboanga del Sur, Bukidnon, Davao, Cotabato, Maguindanao at sa iba pang lugar sa kanlurang bahagi ng Pilipinas mula Basilan hanggang Tawi-Tawi. Ilan ding maliliit na komunidad ng mga Maranao na karamihan ay mga mangangalakal ay karaniwang matatagpuan sa mga malalaking lungsod sa Pilipinas. Sila ang pinakamalaking pangkat ng mga di-kristiyanong Pilipino at ititnuturing na pinakamatapang na pangkat ng mga Pilipino dahil sa hindi sila natalo o nasakop ng mga dayuhan. Malaki ang pagpapahalaga nila sa kanilang pagkakaibigan at sadyang matapat. Mayroon silang sari-sarili at katutubong kultura ngunit pareho parin ang pagsamba nila sa kanilantg diyos na si Allah.
ANG IMPORMANTE
Bahagi ng asignaturang linggwistika ay ang pananaliksik at pagsusuri ng wika upang alamin ang palatunuan at palabuuan ng pinag-aaralang wika. Para mabigyang katuparan ang pagsisiyasat, layunin nating makakuha ng impormante na syang magsasalinwika at sya ang magbibigay ng katumbas sa mga salitang karaniwang ginagamit sa pang-araw-araw.
Ang aming impormante ay nagngangalang Camad Grande Pacoga. Siya ay tatlumpo’t-anim(36) na taong gulang. Ipinanganak noong ika-15 ng Marso taong 1972 sa Malabang, Lanao del Sur. Anak nina Hadji Abdul Latip at Conolan Latip. Siya ay kasalukuyang naninirahan sa Poblacion, Prosperidad, Agusan del Sur kasama ang kanyang pamilya. Ang kanyang asawa ay si Baby Flor Marqueta Pacoga. May tatlo din silang anak: Amirah, 11 taong gulang, Alinor, 10 taong gulang, at Sarah Mae, 8 taong gulang.
Ang kanyang trabaho aya ang pagnenegosyo. Ang mga wikang alam nyang gamitin ay Muslim Maranao, Tagalog, Bisaya, at ingles. At ang aming pinag-aaralang wika ay ang wikang natural sa kanya----Muslim Maranao.
CORPUS
Tagalong Muslim Transkripsiyon
maganda mataid /mataid/
mabait mapiya e adat /mipiyaadat/
masaya malangas /malanas/
malungkot khakharata ginawa niyan /khakharata’/
mahirap kareregenan /karere:genan/
mayaman malay tamok /malaytam:mok/
malinis limpiyo /limpyo/
marumi maresik /marsik/
matalino mapasang /mapasan/
bahay walay /wal:lay/
damit bangala /ban:nala/
paaralan iskwelahan /iskwelahan/
kapitbahay sirengan /sirenan/
kasama ped /pad/
bumili pamasa /pamasa /
kunin kuwaan /kwaan/
lakad pelalakaw /pelalakaw/
talon thepo /tepo’/
takbo phalalagoy /palal:lagoy/
upo maguntod /mag:untod/
tayo tindog /tindug/
tulog phakaturog /pakaturog/
gising phaganaw /pagnaw/
ulan uran /uran/
init mayaw /mayaw/
apoy apoy /a:poy/
tanghali miyauto a alungan /miyautoaalunan/
hapon miya gabe /miyagabe/
bukas mapita /mapita/
sarado miyanglub /miyang:lub/
malaki mala /mala’/
maliit maito /maito’/
maysakit pakusakit /paku:sakit/
malusog mabeger /mabagar/
mataas mapuro /mapuro’/
mababa mababa /mabuba’/
magaling mapasang /mapasan/
malapad maolad /maolad/
sapa lawasaig /lawasaig/
dagat ragat /ragat/
umaga miyapita /miyapita’/
mama ina /ina’/
papa ama /ama’/
ate kaka bae /kakababay/
kuya kaka mama /kakamama /
kapatid pagari /pagari’/
asawa karuma /karuma /
katawan lawas /lawas/
sakay phagda /pagda’/
magluto phaninindaan /phaninin:daan/
gulay kamo /kamo /
maanghang maluya /maluya /
maasim masem /masem/
matamis mamis /mamis/
mapait mapait /mapait/
malalim madalem /madalum/
mag-aaral phagiskuwila /phagiskwela/
matangkad mapuro /mapuro’/
kasintahan pagidaan /pagida’an/
pag-ibig kabaya /kabaya’/
matapang marangit /maranit/
mataba khawlit /kawlit/
payat phagti /pagti /
punongkahoy pamumulan /pamumulan/
umiyak pheng guraok /ping:guraok/
tumawa phesinga /pisena’/
natakot meyalek /miyalak/
namatay miyatay /miyatay/
guro ustad /ustad/
hayop pangangayamen /pananayaman/
bata wata /wata’/
salamat sukran /sukran/
matanda miyalukes /miyalukas/
pagkain pangenengkon /pananankan/
katulong talasugo /tasugo’/
kaaway kontra /kontra’/
kaibigan layo /layuk/
marami madakel /madakal/
madilim malebuteng /malebutan/
mabaho mado /mado’/
masarap mapiya e taam /mapiya’eta’am/
pera pirak /pirak/
kanta idaida /ida’ida’/
isda sda /sda’/
misa lamisaan /amisa’an/
kusina tulang /tulan/
laruan getagetaan /geta geta’am/
buntis mawagat /mawgat/
kwento tutulan /tutulan/
nalilito pukamamasa /puka:mamasa/
aklat ribro /ribro /
kwarto koarto /kwarto /
dahon raon /ra’un/
buhok bok /bok/
sapatos talumpa /talum:pa’/
kagubatan palao /palao/
lugar engud /enud/
tindahan tindahan /tinda:han/
I. Gumawa ng Ponetikong Tsart
Tsart ng mga Katinig
Punto ng Artikulasyon
Paraan ng Artikulasyon Panlabi Pang-ngipin Panggilagid Pangalangala Velar Glottal
Pasara
w.t.
m.t.
Pailong
m.t.
Pasutsot
w.t.
Pagilid
m.t.
Pakatal
m.t.
Malapatinig
m.t.
p,p,p,p,p,p,p
b,b,b,b,b
m,m,m,m,m
t,t,t,t,t
l
y
k
g
n
Tsart ng mga Patinig
Harap Sentral Likod
Mataas
Gitna
Mababa
i
e
a
u
o
II. Itala ang mga pinagsususpitsahang tunog.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
III. Isulat ang mga hindi pinagsususpetsahang tunog.
[c, d, f, h, j, p, s, v, w, y, z, b, m, l, k, t, q, r, n, n, ‘]
[a, e, i, o, u]
IV. Kaligiran ng pinagsususpetsahang tunog.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
Ang [b] ay matatagpuan sa unahan ng [a]; ang [b] ay laging matatagpuan sa unahan ng [i]; ang [b] ay laging makikita bago ang [e]; ang [b] ay laging matatagpuan sa unhan ng [o]; ang [b] ay matatagpuan naman sa unahan ng [u].
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
Ang [t] ay laging matatagpuan sa unahan ng [a] tulad ng mga salitang mataid,mapita at iba pa. Ang [t] naman ay matatagpuan sa unahan ng [h] tulad ng salitang thepo. Ang [t] naman ay laging matatagpuan sa unahan ng [o] tulad ng salitang maguntod, maito at iba pa. Ang [t] ay laging matatagpuan bago ang [i] tulad ng salitang tindug, phagti at iba pa. [t] naman ay laging matatagpuan bago ang [u], halimbawa nito ang ang salitang tulang.
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
Ang [p], [p], [p], [p], [p], [p], at [p] ay naiimpluwensyahan ng mga kasunod na ponema. Ang [p] ay hindi nagbabago sa pagbigkas dahil ang kasunod nito ay ang [a]. Ang [p] naman ay nnagkakaroon ng kaunting fronting sapagkat ang [i] ay nasa harap. Ang [p] ay nagkakaroon ng kaunting blocking o palikod sapagkat ang [o] ang kasunod nito. Ang [p] ay nagkakaroon ng matinding katigasan sa pagbigkas dahil sa kasunod na [e]. ang [p] naman ay laging may kasunod na [u]. Ang [p] at [p] ay magkapareha lang sa pagbigkas subalit nagkakaroon ng pagkakaiba depende sa patinig na kasunod, kung ito ba ay [e] o [a].
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
Ang [m] ay laging matatagpuan sa unahan ng [a]: mataid, malangas at iba pa. ang [m] naman ay matatagpuan bago ang patinig na [e] tulad ng meyalek, pangangayamen at iba pa. ang [m] naman ay sinusundan ng [i] gaya ng miyapita, miyatay at iba pa. ang [m] naman ay laging makikita bago ang [u]. ang [m] din ay laging matatagpuan sa unhan ng [o] sa mga salitang tamok at kamo.
V.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
Ang [b] ay matatagpuan sa unahan ng [a]; ang [b] ay laging matatagpuan sa unahan ng [i]; ang [b] ay laging makikita bago ang [e]; ang [b] ay laging matatagpuan sa unhan ng [o]; ang [b] ay matatagpuan naman sa unahan ng [u].
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
Ang [t] ay laging matatagpuan sa unahan ng [a] tulad ng mga salitang mataid,mapita at iba pa. Ang [t] naman ay matatagpuan sa unahan ng [h] tulad ng salitang thepo. Ang [t] naman ay laging matatagpuan sa unahan ng [o] tulad ng salitang maguntod, maito at iba pa. Ang [t] ay laging matatagpuan bago ang [i] tulad ng salitang tindug, phagti at iba pa. [t] naman ay laging matatagpuan bago ang [u], halimbawa nito ang ang salitang tulang.
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
Ang [p], [p], [p], [p], [p], [p], at [p] ay naiimpluwensyahan ng mga kasunod na ponema. Ang [p] ay hindi nagbabago sa pagbigkas dahil ang kasunod nito ay ang [a]. Ang [p] naman ay nnagkakaroon ng kaunting fronting sapagkat ang [i] ay nasa harap. Ang [p] ay nagkakaroon ng kaunting blocking o palikod sapagkat ang [o] ang kasunod nito. Ang [p] ay nagkakaroon ng matinding katigasan sa pagbigkas dahil sa kasunod na [e]. ang [p] naman ay laging may kasunod na [u]. Ang [p] at [p] ay magkapareha lang sa pagbigkas subalit nagkakaroon ng pagkakaiba depende sa patinig na kasunod, kung ito ba ay [e] o [a].
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
Ang [m] ay laging matatagpuan sa unahan ng [a]: mataid, malangas at iba pa. ang [m] naman ay matatagpuan bago ang patinig na [e] tulad ng meyalek, pangangayamen at iba pa. ang [m] naman ay sinusundan ng [i] gaya ng miyapita, miyatay at iba pa. ang [m] naman ay laging makikita bago ang [u]. ang [m] din ay laging matatagpuan sa unhan ng [o] sa mga salitang tamok at kamo.
VI. Mga Kaligiran
Pinagsususpetsahang
Tunog [a] [i] [e] [o] [u] [he] [he]
[b] ||||
[b] |||
[b] ||
[b] |
[b] |
Ang ponemang [b] ay mas madalas matatagpuan sa kaligirang [a] kaysa sa kaligirang [u] at [o]. walang matatatagpuan sa kaligirang [he] at [ha].
Pinagsususpetsahang
Tunog
[m] |||||-|||||-|||||-|||||-|||||-|||||-||
[m] ||
[m] |||||-||||
[m] |
[m] ||
Ang ponemang [m] ay mas madalas matatagpuan sa kaligirang [a] kaysa sa kaligirang [u] at walang matatagpuan na nasa kaligirang [he] at [ha].
Pinagsususpetsahang
Tunog
[p] |||||-|||||
[p] ||
[p] |||||-|
[p] ||
[p] ||
[p] ||
[p] ||||-||
Sa wikang Maranao Muslim, ang ponemang [p] ay mas madalas gamitin sa kaligirang [a] kaysa kaligirang [i], [o], [u], [e].
Pinagsususpetsahang
Tunog
[t] |||||-|||||-|
[t] |
[t] |||
[t] |||||
[t] |||
VII.
a. /b/
[b] [b] [b] [b] [b]
baraiban bilik mabelang malebuteng bok
baraiban miyagabe
bangkala mabegar
bangkala
babai
Ang [b], [b], [b], [b], at [b] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
b. /t/
[t] [t] [t] [t] [t]
mataid thepo tindug magontod phakaturog
miyapita phagti miyauto a alungan tulang
mapita tindahan maito tutulan
mataba untoda
miyata
Ang [t], [t], [t], [t], at [t] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
c. /p/
[p] [p] [p] [p] [p]
thepo mapiya e adapt mapasang mapuro pheguraok
apoy limpiyo pamasa pukamamasa phesinga
mapita pakusakit
miyapita pagari
pirak pagidaan
[p] [p]
phalalagoy ped
phakaturog pelalakaw
phaganaw
phagda
phagti
Ang [p], [p], [p], [p], [p], [p], at [p] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
d. /m/
[m] [m] [m] [m] [m]
mataid meyalek miyaggabe tamok pamumula a kayo
malangas pangangayamen miyanglub kamo
malay miyapita
maresik mamis
maito miyatay
Ang [m], [m], [m], [m], at [m] ay may kanya-kanyang kaligiran. samakatwid, ang mga ito’y alopono lamang ng isa ponema.
VIII.
Ponemikong tsart ng katinig
Punto ng Artikulasyon
Paraan ng Artikulasyon Panlabi Pang-ngipin Pang-gilagid Pangalangala Velar Glottal
Pasara
w.t.
m.t.
Pailong
m.t.
Pasutsot
w.t.
Pagilid
m.t.
Pakatal
m.t.
Malapatinig
m.t.
p
b
m
t
d
n
s
l
r
y
k
g
w
h
Ponemikong Tsart ng mga Patinig
Harap Sentral Likod
Mataas
Gitna
Mababa
i
e
a
u
o
IX. Paglalahat
Ang /e/ ay binibigkas na /u/ sa halip na/e/. Ang /ph/ naman ay bibigkas na /p/ sa halip na /f/. Ang /o/ naman ay binibigkas na /w/ sa halip na /o/. Ang mga pinaghihinalaang tunog ay nagkakaroon ng pagkakaiba sa paraan ng pagbigkas dahil sa mga letrang patinig na kasunod ng mga ito. Ang paraan ng kanilang pagbigkas ay mabilis at dahil dyan ay hindi natin mapansin na may haba pala ang mga salitang kanilang binibigkas. Ang /ma-/ at /pha-/ ay karaniwang nasa unahan ng mga salitang ugat nang pandiwa, at ito ang nagsisilbing panlapi.
To LiVe!
YOU MIGHT BE THINKING WHY ARE YOU STILL EXISTING IN THIS WORLD.
EVERYTHING AS A PURPOSE, SO TO SPEAK.
I AM GLAD THAT I AM STILL HERE. BUT I AM ALSO SAD SINCE I AM DOING NOTHING.
I NEED TO SPREAD THE WORD OF GOD, SINCE THAT IS HIS COMMAND THAT NEEDS TO BE FOLLOWED BY EVERY INDIVIDUAL THAT ACCEOTED HIM AS THEIR SEVIOR. BUT, I AM NOT DOING IT, I AM ASHAMED TO SHARE HIS WORD, BUT WHY?
GOD OVES ME, AND SO DO I. BUT I AM NOT DOING MY RESPONSIBILITIES TO HIM, AND HE IS OPPOSITE TO ME.
I MUST HELP MY SELF TO CHANGE THIS KIND OF BEHAVIOR, BECAUSE GOD WILL NEVER BE HAPPY FOR THIS.
I ALWAYS ASK, BUT I NEVER THINK WHAT GOD IS ASKING BACK.
TO LIVE IS A VERY GREAT OPPURTUNITY THAT IS GIVEN TO EVERY INDIVIDUAL. SAD TO SAY, SOME ARE WASTING THIS OPPURTUNITY, AND THEY ARE ALWAYS THINKING THE WORLDLY THINGS WHICH WILL NEVER HELP THEM IN RETURN.
WHAT IF GOD WILL COME BACK, ARE YOU STILL BE LIKE THAT?
FRIENDS, LET US HELP EACH OTHER TO LET THE MILLIONS AND BILLIONS OF PEOPLE WHO DOESN’T KNOW YET ABOUT OUR SAVIOR.
THERE ARE STILL PEOPLE WHO ARE FOLLOWING THE WRONG PRACTICES.
BE AWAKE.
BE AN OBSERVER.
BE AN ACTIVE ONE.
PREACH HIS WORD.
BAPTIZE THE OTHERS.
LET THEM ACCEPT GOD.
LET THEM BELEIVE.
AND THE BLESSINGS WILL BE YOURS.
EVERYTHING AS A PURPOSE, SO TO SPEAK.
I AM GLAD THAT I AM STILL HERE. BUT I AM ALSO SAD SINCE I AM DOING NOTHING.
I NEED TO SPREAD THE WORD OF GOD, SINCE THAT IS HIS COMMAND THAT NEEDS TO BE FOLLOWED BY EVERY INDIVIDUAL THAT ACCEOTED HIM AS THEIR SEVIOR. BUT, I AM NOT DOING IT, I AM ASHAMED TO SHARE HIS WORD, BUT WHY?
GOD OVES ME, AND SO DO I. BUT I AM NOT DOING MY RESPONSIBILITIES TO HIM, AND HE IS OPPOSITE TO ME.
I MUST HELP MY SELF TO CHANGE THIS KIND OF BEHAVIOR, BECAUSE GOD WILL NEVER BE HAPPY FOR THIS.
I ALWAYS ASK, BUT I NEVER THINK WHAT GOD IS ASKING BACK.
TO LIVE IS A VERY GREAT OPPURTUNITY THAT IS GIVEN TO EVERY INDIVIDUAL. SAD TO SAY, SOME ARE WASTING THIS OPPURTUNITY, AND THEY ARE ALWAYS THINKING THE WORLDLY THINGS WHICH WILL NEVER HELP THEM IN RETURN.
WHAT IF GOD WILL COME BACK, ARE YOU STILL BE LIKE THAT?
FRIENDS, LET US HELP EACH OTHER TO LET THE MILLIONS AND BILLIONS OF PEOPLE WHO DOESN’T KNOW YET ABOUT OUR SAVIOR.
THERE ARE STILL PEOPLE WHO ARE FOLLOWING THE WRONG PRACTICES.
BE AWAKE.
BE AN OBSERVER.
BE AN ACTIVE ONE.
PREACH HIS WORD.
BAPTIZE THE OTHERS.
LET THEM ACCEPT GOD.
LET THEM BELEIVE.
AND THE BLESSINGS WILL BE YOURS.
A MAN O REMEMBER
WHO IS HE??? MY FATHER??? MY FRIEND??? MY TEACHER??? WHO REALLY HE IS???
DON’T BOTHER YOUR SELF TO THINK WHAT THE ANSWER IS…
THE MAN THAT I’VE TOLD YOU IS A GREAT MAN…
HE IS ALWAYS THERE FOR ME TO GUIDE, TO COMFORT, TO TEACH AND OTHERS..
HE REALLY DESERVES ALL THE ACKNOWLEDGMENTS, APPRECIATIONS, RECOGNITIONS AND ALL THE PRAISES…
LIFE FOR ME IS TOO DIFFICULT WITHOUT HIM, BECAUSE HE IS MY GREAT PROVIDER, MY HEALER, AND MY PRESERVER.
YOU KNOW, IT’S REALLY HARD FOR ME TO EXPLAIN HOW HAPPY I AM TO HAVE HIM IN MY LIFE THAT’S FULL OF PROBLEMS AND CIRCUMSTANCES.
HE RENEW MY LIFE FOR EVERY DAY’S TASK….
THOUGH THERE ARE TIMES THAT I AM DISOBEYING HIM, HE IS STILL FORGIVING ME AND HELPS ME TO CHANGE THE WRONG THING THAT I’VE DONE.
HE TEACH ME THE RIGHT THINGS AND REPRIMAND ME WHENEVER I WILL NOT FOLLOW.
HE IS SUCH AN UNDERSTANDING ONE… HE IS THE ONE WHOM I CAN LEAN ON EVERY TIME I’M IN SORROW…
I AM VERY MUCH HAPPY TO HAVE HIM… NO INE CAN REPLACE HIM IN MY HEART..
YES, HE IS MY FATHER. HE IS ALSO MY FRIEND. HE IS ALSO MY TEACHER.
HE’S THE ONE WHOM I WILL NEVER FORGET!
HE IS MY LORD, MY GOD AND MY JESUS…
GOD BLESS US ALL! HAVE A NICE DAY AHEAD…
DON’T BOTHER YOUR SELF TO THINK WHAT THE ANSWER IS…
THE MAN THAT I’VE TOLD YOU IS A GREAT MAN…
HE IS ALWAYS THERE FOR ME TO GUIDE, TO COMFORT, TO TEACH AND OTHERS..
HE REALLY DESERVES ALL THE ACKNOWLEDGMENTS, APPRECIATIONS, RECOGNITIONS AND ALL THE PRAISES…
LIFE FOR ME IS TOO DIFFICULT WITHOUT HIM, BECAUSE HE IS MY GREAT PROVIDER, MY HEALER, AND MY PRESERVER.
YOU KNOW, IT’S REALLY HARD FOR ME TO EXPLAIN HOW HAPPY I AM TO HAVE HIM IN MY LIFE THAT’S FULL OF PROBLEMS AND CIRCUMSTANCES.
HE RENEW MY LIFE FOR EVERY DAY’S TASK….
THOUGH THERE ARE TIMES THAT I AM DISOBEYING HIM, HE IS STILL FORGIVING ME AND HELPS ME TO CHANGE THE WRONG THING THAT I’VE DONE.
HE TEACH ME THE RIGHT THINGS AND REPRIMAND ME WHENEVER I WILL NOT FOLLOW.
HE IS SUCH AN UNDERSTANDING ONE… HE IS THE ONE WHOM I CAN LEAN ON EVERY TIME I’M IN SORROW…
I AM VERY MUCH HAPPY TO HAVE HIM… NO INE CAN REPLACE HIM IN MY HEART..
YES, HE IS MY FATHER. HE IS ALSO MY FRIEND. HE IS ALSO MY TEACHER.
HE’S THE ONE WHOM I WILL NEVER FORGET!
HE IS MY LORD, MY GOD AND MY JESUS…
GOD BLESS US ALL! HAVE A NICE DAY AHEAD…
AcCePt ThE FaiLuRe
I RECENTLY RECEIVED MY GRADES….. KNOW WHAT??? I WAS TOO DISAPPOINTED TO MY SELF UPON SEEING THOSE GRADES….. ESPECIALLY HAVING AN 82 IN MY MAJOR SUBJECT…
I WAS CALM THEN, BUT, I CAN’T REALLY ACCEPT IT… I DID MY BEST TO THAT SUBJECT… I PASSED THE MIDTERM AND FINALS, I PASSED ALL MY REQUIREMENTS, ETC. SO DO I DESERVE TO HAVE A GRADE OF 82???
MAYBE, NO. HONESTLY, OUR PROFESSOR IN THAT COURSE REALLY TOLD ME PERSONALLY AND IN FRONT OF MY BELOVED CLASSMATES THAT SHE REALLY DON’T LIKE ME. MAYBE, THE PERSONAL THING WAS INVOLVE IN COMPUTING THE GRADE OF MINE….
MAYBE, YES. BECAUSE IT’S GOD’S PLAN TO LET ME HAVE THAT GRADE BECAUSE I WAS NOT FAITHFUL TO HIM. I AM ALWAYS DEPENDING ON MY SELF AND NOT LET GOD KNOWS ALL THE THINGS THAT I AM DOING…
I THINK SO….
WELL, I HAVE TO BE HAPPY WITH IT. 82 IS 82. NO ONE CAN CHANGED IT, BUT GOD.
HMMM… I WILL JUST DO MY BEST FOR THIS SEMESTER TO HAVE A HIGHER GRADE…
IN FACT, I AM LUCKY THAN OTHERS WHO HAVE AN INC. AND A GRADES OF 80 BELOW….
IT’S A FAILURE BUT A GREAT EXPERIENCE…
ALTHOUGH, AMONG THE THREE MEN IN OUR CLASS, I AM THE ONLY ONE WHO IS NOT A DEAN’S LISTER, I MUST BE HAPPY THEN…
IT’S GOD’S PURPOSE, AND HE HAS A GREAT PLANS AHEAD…
AS WE ALL KNOW… ”EVERYTHING HAS A PURPOSE”
UNTIL HERE.. GOD BLESS!!!
I WAS CALM THEN, BUT, I CAN’T REALLY ACCEPT IT… I DID MY BEST TO THAT SUBJECT… I PASSED THE MIDTERM AND FINALS, I PASSED ALL MY REQUIREMENTS, ETC. SO DO I DESERVE TO HAVE A GRADE OF 82???
MAYBE, NO. HONESTLY, OUR PROFESSOR IN THAT COURSE REALLY TOLD ME PERSONALLY AND IN FRONT OF MY BELOVED CLASSMATES THAT SHE REALLY DON’T LIKE ME. MAYBE, THE PERSONAL THING WAS INVOLVE IN COMPUTING THE GRADE OF MINE….
MAYBE, YES. BECAUSE IT’S GOD’S PLAN TO LET ME HAVE THAT GRADE BECAUSE I WAS NOT FAITHFUL TO HIM. I AM ALWAYS DEPENDING ON MY SELF AND NOT LET GOD KNOWS ALL THE THINGS THAT I AM DOING…
I THINK SO….
WELL, I HAVE TO BE HAPPY WITH IT. 82 IS 82. NO ONE CAN CHANGED IT, BUT GOD.
HMMM… I WILL JUST DO MY BEST FOR THIS SEMESTER TO HAVE A HIGHER GRADE…
IN FACT, I AM LUCKY THAN OTHERS WHO HAVE AN INC. AND A GRADES OF 80 BELOW….
IT’S A FAILURE BUT A GREAT EXPERIENCE…
ALTHOUGH, AMONG THE THREE MEN IN OUR CLASS, I AM THE ONLY ONE WHO IS NOT A DEAN’S LISTER, I MUST BE HAPPY THEN…
IT’S GOD’S PURPOSE, AND HE HAS A GREAT PLANS AHEAD…
AS WE ALL KNOW… ”EVERYTHING HAS A PURPOSE”
UNTIL HERE.. GOD BLESS!!!
FILIPINO MAJOR??!!! (VeMiCe's OpiNiOn)
Ang bilis ng panahon. Noong nakaraang linggo lang sembreak namin. Dalawang araw na lang pasukan na naman. Second semester na. Panibagong yugto na naman sa buhay ko bilang isang estudyanteng nagpapakadalubhasa sa aking kurso. tatlong semestre na lang, matatapos na ako ng aking pag-aaral. Ano kayang mangyayari sa akin pagkatapos ng apat na taong pag-aaral ko? Ano kaya ang kinabukasang naghihintay sa isang taong katulad ko?
Ako ay nagpapakadalubhasa sa isang asignaturang ni hindi ko alam kung tatangkilikin o patuloy na tatangkilikin ng mga kabataang tuturuan ko. May mga nagsasabi: "Filipino lang yan!" napakababa ng kanilang tingin sa ating wika di tulad ng Ingles na kulang na lang ay sambahin ng mga Pilipinong maka-ingles. Nakakalungkot isipin na ang ating "Pambansang Wika" ay tinatalikuran ng mga taong nagmamay-ari rito. Isang patunay na sa ating bansa't bandila'y umiiral ang mga ganitong sistema--isang sistema na patuloy at unti-unting papatay sa ating pagkakakilanlan bilang mga Pilipino.
Hindi ako anti-Ingles o anuman. Sa ganang akin lang, bago ang iba'y sa atin muna. Nakakatawang isipin na marami sa ating Pilipino ay hindi nakakaalam na ang ating pambansang wika ay Filipino. Marami sa mga taong nakakausap ko at napapanood ko sa mga TV shows ang nagsasabi ng ganito: " Ano ang Tagalog ng __________", may narinig ako sa isang stand-up comedian tungkol sa kung ano raw ang ating pambansang wika. Ika niya, ang pambansa raw nating wika ay TAGLISH--isang nakakatawang pahayag ngunit kung susuriin nang mabuti nagpapakita ng negatibong implikasyon. Bakit sa simpleng mga bagay lamang na tumatalakay sa ating PAGKA-PILIPINO, nahuhuli tayo, samantalang alam natin ang mga latest sa lahat ng larangan? mapa-gadget, sport, fashion, o anupaman, alam natin ngunit ang mga simpleng bagay tulad nito, inosente tayo.
Sa patuloy nating pagmimithi ng isang maunlad na ekonomiya't bansa, handa pala tayong magkompromiso kahit ang sarili nating identidad bilang mga Pilipino, pati ang ating wika'y maaari nating talikuran para sa ingles na daluyan ng globalisasyon at pag-unlad. Hindi ako hadlang sa ideolohiyang globalisasyon. Positibo ang aking pananaw ukol dito, ngunit hindi ba't nararapat lamang na bago natin yakapin ang mga GLOBAL na prinsipyo ng ibang bansa'y yakapin muna natin ang ating LOCAL na mga prinsipyo? Maaari naman siguro tayong maging global ngunit local ang pag-iisip hindi ba? Ang kasaguta'y laging nakabatay sa atin bilang mga mamamayan.
Filipino Major?! Anong kinabukasan ang naghihintay sa akin bilang isang guro sa hinaharap? Guro ako ng isang asignaturang patuloy na nakararanas ng diskriminasyon sa ilang mga taong nag-aakalang di na dapat itong pag-aralan. Masaya at taas-noo kong ipinagmamalaking isa akong alagad ng ating wika. Ipinagmamalaki kong nagpapakadalubhasa ako sa Filipino. Isang karangalan para sa akin ang paglingkuran ang ating bayan sa pamamagitan ng aking pagtuturo at paghuhubog ng isipan ng mga kabataan.
Wala akong pinagsisisihan.
Ako ay nagpapakadalubhasa sa isang asignaturang ni hindi ko alam kung tatangkilikin o patuloy na tatangkilikin ng mga kabataang tuturuan ko. May mga nagsasabi: "Filipino lang yan!" napakababa ng kanilang tingin sa ating wika di tulad ng Ingles na kulang na lang ay sambahin ng mga Pilipinong maka-ingles. Nakakalungkot isipin na ang ating "Pambansang Wika" ay tinatalikuran ng mga taong nagmamay-ari rito. Isang patunay na sa ating bansa't bandila'y umiiral ang mga ganitong sistema--isang sistema na patuloy at unti-unting papatay sa ating pagkakakilanlan bilang mga Pilipino.
Hindi ako anti-Ingles o anuman. Sa ganang akin lang, bago ang iba'y sa atin muna. Nakakatawang isipin na marami sa ating Pilipino ay hindi nakakaalam na ang ating pambansang wika ay Filipino. Marami sa mga taong nakakausap ko at napapanood ko sa mga TV shows ang nagsasabi ng ganito: " Ano ang Tagalog ng __________", may narinig ako sa isang stand-up comedian tungkol sa kung ano raw ang ating pambansang wika. Ika niya, ang pambansa raw nating wika ay TAGLISH--isang nakakatawang pahayag ngunit kung susuriin nang mabuti nagpapakita ng negatibong implikasyon. Bakit sa simpleng mga bagay lamang na tumatalakay sa ating PAGKA-PILIPINO, nahuhuli tayo, samantalang alam natin ang mga latest sa lahat ng larangan? mapa-gadget, sport, fashion, o anupaman, alam natin ngunit ang mga simpleng bagay tulad nito, inosente tayo.
Sa patuloy nating pagmimithi ng isang maunlad na ekonomiya't bansa, handa pala tayong magkompromiso kahit ang sarili nating identidad bilang mga Pilipino, pati ang ating wika'y maaari nating talikuran para sa ingles na daluyan ng globalisasyon at pag-unlad. Hindi ako hadlang sa ideolohiyang globalisasyon. Positibo ang aking pananaw ukol dito, ngunit hindi ba't nararapat lamang na bago natin yakapin ang mga GLOBAL na prinsipyo ng ibang bansa'y yakapin muna natin ang ating LOCAL na mga prinsipyo? Maaari naman siguro tayong maging global ngunit local ang pag-iisip hindi ba? Ang kasaguta'y laging nakabatay sa atin bilang mga mamamayan.
Filipino Major?! Anong kinabukasan ang naghihintay sa akin bilang isang guro sa hinaharap? Guro ako ng isang asignaturang patuloy na nakararanas ng diskriminasyon sa ilang mga taong nag-aakalang di na dapat itong pag-aralan. Masaya at taas-noo kong ipinagmamalaking isa akong alagad ng ating wika. Ipinagmamalaki kong nagpapakadalubhasa ako sa Filipino. Isang karangalan para sa akin ang paglingkuran ang ating bayan sa pamamagitan ng aking pagtuturo at paghuhubog ng isipan ng mga kabataan.
Wala akong pinagsisisihan.
individualized education plan
Peter’s Story
At age 8, Peter was enrolled in grade one. During his school days, it was observed that he has this anxiety to be called by the teacher to read the words written the board or even in the textbooks. Every time he is called, he would have cutting classes after then.
According to his teacher, Peter can identify the letters in alphabet and even write his name but he has difficulty in reading when letters are formed into words even it is just a two letter word. He can also determine and count numbers from 1 to 10 but can’t able to continue counting from 11 and so on and so forth. He has also difficulty with math processing.
“When Peter was just one-year old, he got sick. It was just an ordinary fever that led to convulsion. Thus, he was given a lot of medicine to intake. At that age, he had taken high dosage of medicine that affects his brain as well as his memory,” shared Peter’s brother.
Now, Peter is already 12-year old and was promoted to second grade, but the problem was still unsolved. Since he was enrolled in a normal class and his problem is not yet given assistance.
Documented by:
Rochelle C. Dalago
Lester John G. Villanueva
INDIVIDUALIZED EDUCATION PLAN
(IEP)
I. Student Information
Name: Peterman S. Ronquillo
Date of Birth: January 7, 1997
Age: 12-year old
Gender: Male
Address: P-3, Hornasan, San Agustin, Surigao del Sur
School: Sto. Niño Elementary School
Level: Grade II
Date of Report: October 10, 2009
II. Level of Functioning/ Present Performance
Strengths Weaknesses
A. Pre-Academic Learning
1. Peter can identify letters in
alphabet.
2. He can write his name
3. He can determine and count numbers from 1 to 10
1. He has difficulty in reading when
letters are formed into words.
2. He has difficulty counting from 11
and so on.
3. He has difficulty in math
processing like adding and
subtracting numbers.
4. Show little interest in learning.
III. Annual Goals
At the end of the year, Peterman is expected to:
1. master the sounds of the letters in alphabet;
2. read letters formed into words;
3. count numbers continuously;
4. learn mathematical symbols and their meanings; and
5. apply number facts in solution calculation.
IV. Short-Term Goals
Peterman is expected to:
1. distinguish the sounds of letters in alphabet (4-5 weeks) ;
2. decode letters to form words (4-5 weeks);
3. comprehend when one reads (4-5 weeks);
4. familiarize the mathematical symbol in addition(+), and subtraction(-) and understand their meanings (3-4 weeks); and
5. perform calculations using the two mathematical symbols.
V. Educational Services
1. There will be a behavior modification for him to have an interest in learning.
2. He will be guided by his teachers in varied learning process.
3. He will have a session with the teacher in speech laboratory to have a phonological awareness for at least 3-hour a day (1 hour and half in the morning and in the afternoon). Sounds of the letters in the alphabet will be taught.
4. The teacher will present visual materials (drawings or pictures) with its corresponding names/labels. He will be taught how to associate letters to form words.
5. With the given period of time, the two mathematical symbols will be taught to Peter after repetitive teaching about their symbols and meanings. He will be exposed to real-life setting which shows how math is part of everyday life.
6. He will be given a constant support in different activities that he may involve with.
VI. Evaluation Procedure
1. Peter recites the sounds of the alphabets that he had learned at the speech laboratory.
2. Providing the pictures and other materials, he will have an oral examination. He will read the label of the given pictures.
3. With the use of real objects, he will have first evaluation in addition. He will perform a calculation on the board alone.
4. Subtraction will follow with the same way of evaluating his ability in addition.
(Note: These activities will be assisted by his teacher. This IEP will be reviewed on October 10, 2010).
VII. Approval
This IEP meeting was held at PTA building of Sto. Niño Elementary School on October 10, 2009 with the following people attendance:
Names Title/Role Signature
Rosa C. Pedroso Principal
Fernand H. Alameda Physician
Rochelle C. Dalago Guidance and Counselor
Gela S. Borja SPED Teacher
Romeo S. Ronquillo Father
Ma. Luz M. Ronquillo Mother
Lester John G. Villanueva Teacher
We have had the opportunity to participate in the development of my son’s
Individualized Education Plan (IEP) and we agree with its provisions.
Signed:
ROMEO S. RONQUILLO MA. LUZ M. RONQUILLO
Father Mother
At age 8, Peter was enrolled in grade one. During his school days, it was observed that he has this anxiety to be called by the teacher to read the words written the board or even in the textbooks. Every time he is called, he would have cutting classes after then.
According to his teacher, Peter can identify the letters in alphabet and even write his name but he has difficulty in reading when letters are formed into words even it is just a two letter word. He can also determine and count numbers from 1 to 10 but can’t able to continue counting from 11 and so on and so forth. He has also difficulty with math processing.
“When Peter was just one-year old, he got sick. It was just an ordinary fever that led to convulsion. Thus, he was given a lot of medicine to intake. At that age, he had taken high dosage of medicine that affects his brain as well as his memory,” shared Peter’s brother.
Now, Peter is already 12-year old and was promoted to second grade, but the problem was still unsolved. Since he was enrolled in a normal class and his problem is not yet given assistance.
Documented by:
Rochelle C. Dalago
Lester John G. Villanueva
INDIVIDUALIZED EDUCATION PLAN
(IEP)
I. Student Information
Name: Peterman S. Ronquillo
Date of Birth: January 7, 1997
Age: 12-year old
Gender: Male
Address: P-3, Hornasan, San Agustin, Surigao del Sur
School: Sto. Niño Elementary School
Level: Grade II
Date of Report: October 10, 2009
II. Level of Functioning/ Present Performance
Strengths Weaknesses
A. Pre-Academic Learning
1. Peter can identify letters in
alphabet.
2. He can write his name
3. He can determine and count numbers from 1 to 10
1. He has difficulty in reading when
letters are formed into words.
2. He has difficulty counting from 11
and so on.
3. He has difficulty in math
processing like adding and
subtracting numbers.
4. Show little interest in learning.
III. Annual Goals
At the end of the year, Peterman is expected to:
1. master the sounds of the letters in alphabet;
2. read letters formed into words;
3. count numbers continuously;
4. learn mathematical symbols and their meanings; and
5. apply number facts in solution calculation.
IV. Short-Term Goals
Peterman is expected to:
1. distinguish the sounds of letters in alphabet (4-5 weeks) ;
2. decode letters to form words (4-5 weeks);
3. comprehend when one reads (4-5 weeks);
4. familiarize the mathematical symbol in addition(+), and subtraction(-) and understand their meanings (3-4 weeks); and
5. perform calculations using the two mathematical symbols.
V. Educational Services
1. There will be a behavior modification for him to have an interest in learning.
2. He will be guided by his teachers in varied learning process.
3. He will have a session with the teacher in speech laboratory to have a phonological awareness for at least 3-hour a day (1 hour and half in the morning and in the afternoon). Sounds of the letters in the alphabet will be taught.
4. The teacher will present visual materials (drawings or pictures) with its corresponding names/labels. He will be taught how to associate letters to form words.
5. With the given period of time, the two mathematical symbols will be taught to Peter after repetitive teaching about their symbols and meanings. He will be exposed to real-life setting which shows how math is part of everyday life.
6. He will be given a constant support in different activities that he may involve with.
VI. Evaluation Procedure
1. Peter recites the sounds of the alphabets that he had learned at the speech laboratory.
2. Providing the pictures and other materials, he will have an oral examination. He will read the label of the given pictures.
3. With the use of real objects, he will have first evaluation in addition. He will perform a calculation on the board alone.
4. Subtraction will follow with the same way of evaluating his ability in addition.
(Note: These activities will be assisted by his teacher. This IEP will be reviewed on October 10, 2010).
VII. Approval
This IEP meeting was held at PTA building of Sto. Niño Elementary School on October 10, 2009 with the following people attendance:
Names Title/Role Signature
Rosa C. Pedroso Principal
Fernand H. Alameda Physician
Rochelle C. Dalago Guidance and Counselor
Gela S. Borja SPED Teacher
Romeo S. Ronquillo Father
Ma. Luz M. Ronquillo Mother
Lester John G. Villanueva Teacher
We have had the opportunity to participate in the development of my son’s
Individualized Education Plan (IEP) and we agree with its provisions.
Signed:
ROMEO S. RONQUILLO MA. LUZ M. RONQUILLO
Father Mother
National competency-Based Teacher Satandards
Improving the teaching-learning process is very significant so that the vision to have an ideal graduate will be achieved. Through an effective teaching, we can have all this. But how can we have an effective teaching?
The answer to that question would be the National Competency-Based Teacher Standards (NCBTS). This integrated theoretical framework serves as a guide for teachers on how their teachings become effective. This will also help the all types of students to learn the different learning goals in the curriculum. Not only could the fast learners learn a lot but also the slow learners.
Is it really hard to teach effectively?
The effective teaching would not be complicated given that the NCBTS is now here. This will help all the teachers to teach effectively. We do accept as true that if this paradigm will be used by the all the teachers in the varied areas of the country, the students will become more competitive most particularly that this paradigm has seven domains (social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing and reporting; community linkages; and personal growth and development) which will surely help to enhance the student learning.
Let us have a discussion first about the worst issues in the field of education. Nowadays, there are many teachers who are promoted to the higher ranks. But do they deserve the said promotion? Some of them are promoted because of their numbers of years in the service of teaching regardless their ineffective teaching. It is maybe because of the preferential treatment of those who are in the authority regarding to this matter, which is irrational. Sometimes, their focus is not already in teaching their students but to the promotion that they are aiming for. Therefore, in promoting the teachers to the higher ranks, it must be well-checked on how effective they are in their performance in teaching before the other qualifications of promotion will follow. It must not only in promotion alone but also during hiring, supervision and other policies related to the teaching profession. Teachers are the molder of the young minds, and they can’t mold them well if they are ineffective.
This new paradigm is quite different with the traditional view. It means there was a modification made to meet the modern trends of education. Teaching, in traditional view, is a technical process and the good qualities of it was well-defined while in the NCBTS view, teaching is facilitating learning and the qualities of good teacher are defined in terms of whether the students learn or not. Although both views aim to improve the learning of the students, NCBTS is more ideal since it focuses more in the teaching-learning process but not the technical one.
Since NCBTS is a good instrument to have effective teachers, it must be well-supported by those people who are also responsible to it: the school principals, school heads, supervisors, superintendents, parents and others. If there would be a collaboration of the mentioned personnel there would more improvement in teaching practices.
It was suggested that the teacher institutions, like Philippine Normal University (PNU), shall use this to design and implement effective pre-service education curricula. It is very much ideal because while they are still in the education institution, they are already trained on how to teach effectively. Teaching is said to be responsible for facilitating learning. And the most responsible or the agents of this are the teachers. That is why teachers and would-be-teachers must know about NCBTS so that they can improve their techniques in teaching. Through improving one’s techniques, there would be a better student learning.
Thus, the NCBTS must be used to have ideal graduates who are expected to be the instrument to have a better world.
The answer to that question would be the National Competency-Based Teacher Standards (NCBTS). This integrated theoretical framework serves as a guide for teachers on how their teachings become effective. This will also help the all types of students to learn the different learning goals in the curriculum. Not only could the fast learners learn a lot but also the slow learners.
Is it really hard to teach effectively?
The effective teaching would not be complicated given that the NCBTS is now here. This will help all the teachers to teach effectively. We do accept as true that if this paradigm will be used by the all the teachers in the varied areas of the country, the students will become more competitive most particularly that this paradigm has seven domains (social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing and reporting; community linkages; and personal growth and development) which will surely help to enhance the student learning.
Let us have a discussion first about the worst issues in the field of education. Nowadays, there are many teachers who are promoted to the higher ranks. But do they deserve the said promotion? Some of them are promoted because of their numbers of years in the service of teaching regardless their ineffective teaching. It is maybe because of the preferential treatment of those who are in the authority regarding to this matter, which is irrational. Sometimes, their focus is not already in teaching their students but to the promotion that they are aiming for. Therefore, in promoting the teachers to the higher ranks, it must be well-checked on how effective they are in their performance in teaching before the other qualifications of promotion will follow. It must not only in promotion alone but also during hiring, supervision and other policies related to the teaching profession. Teachers are the molder of the young minds, and they can’t mold them well if they are ineffective.
This new paradigm is quite different with the traditional view. It means there was a modification made to meet the modern trends of education. Teaching, in traditional view, is a technical process and the good qualities of it was well-defined while in the NCBTS view, teaching is facilitating learning and the qualities of good teacher are defined in terms of whether the students learn or not. Although both views aim to improve the learning of the students, NCBTS is more ideal since it focuses more in the teaching-learning process but not the technical one.
Since NCBTS is a good instrument to have effective teachers, it must be well-supported by those people who are also responsible to it: the school principals, school heads, supervisors, superintendents, parents and others. If there would be a collaboration of the mentioned personnel there would more improvement in teaching practices.
It was suggested that the teacher institutions, like Philippine Normal University (PNU), shall use this to design and implement effective pre-service education curricula. It is very much ideal because while they are still in the education institution, they are already trained on how to teach effectively. Teaching is said to be responsible for facilitating learning. And the most responsible or the agents of this are the teachers. That is why teachers and would-be-teachers must know about NCBTS so that they can improve their techniques in teaching. Through improving one’s techniques, there would be a better student learning.
Thus, the NCBTS must be used to have ideal graduates who are expected to be the instrument to have a better world.
MY FRIEND'S STORY
I was a bright student in my class. I was a
bookworm and went through any book, that came in my hand.
I didn't leave the newspaper cover of bundles packed, brought from the market by my father.
I had membership in 3 libraries. I was awarded
the 1st prize of leather bound Bible from Sunday school for being the first rank holder
in the final exam. Then I began to teach in Sunday school.
One thing I forgot to mention, in the final Sunday school exam, there was a question out of syllabus, and the superintendent permitted
to look into the text and copy the answer. As it was contrary to my conscience, I never copied the answer. The superintendent was a deacon too, that prodded me very much.
This was the reason
I hope, that I was getting away from church and Christianity even.
I looked on my body and I saw the mark of the umbilical cord on my
belly. That is the only evidence that I had a mother. I was unaware
about my birth, and separation from my mother's womb. Still there is a
clear-cut proof in my body. So I cannot refuse that I had a mother at
all. In the same manner, man was not there, while the earth and heaven
were formed, but we see the mark of a sovereign God who created it, the psalmist says, " The heaven declares the glory of God and the firmament shewth his handy work." The Bible also says, " The fool hath said in his heart that there is no God, They are corrupt and
do abominable things" Ps 14:1 (bible)
Now I came to know that there is a God. Then who is the God? There are so many religions and each one has there own gods. This was confusing to me.
As I was reading the 'Complete works of Vivekananda' the Great
Indian saint Vivekananda, said," a true Hindu is a true Christian".
This statement touched me. In effect he was telling that there is only God. The other major religions of the world have a common father
hood, I mean about, Jews, Islam, and Christianity. At this time I read a small booklet namely, "how I got joy unspeakable and full of glory" written by a Sikh (having turban on head) called Bhakt Singh. A very learned engineer, Bhakthsing had certain peculiar Christian
experiences and he accepted Jesus as his personal saviour.
I met him in Madras in 1969. It was a turning point in my life. I had discussions with him and convinced that Jesus was my saviour too.
Many miracles happened in my life as the charismatic people say of the miracle hand of Jesus.
I will tell you one small incident. My wife was working as a staff nurse in Saudi Arabia in the year 1988. One day I had a dream,
in which I saw I am getting a telegram, which read, like this so deep and hit the spot in my heart." Unfortunately... I could not read it fully, since tears were falling down my cheeks. I thought some untoward incident is going to take place, and I was anxious about my wifes safety. I compelled her to resign and come back to India, at the earliest. She resigned and came to India. When she came to India, she asked me, why she was
compelled to resign. I kept mum. I didn't say it was on the basis of a
dream, which I thought, would not convince her.
But after few months, as Saddam of Iraq dropped the bombs in
Saudi beginning the Gulf war only, we came to know EVERYTHING WORK TOGETHER FOR THE GOOD THAT LOVE THE LORD. ROM: 8:28 (BIBLE)
Few Years back, one night I was sleeping at my home. I had a dream and I found that I am falling on the ground and dying. It was pitch dark, and I didn't what is happening whether it as a dream or a fact. I felt the ground and knew I was in my cot. I got up, and switched on the light. Now I found there was no accident and it was mere dream. After
one week I had a peculiar instance. I had to go for duty (I was a chief Telecom supervisor) at 7.30AM. So I prepared my Tiffin early morning and told my children to have it and go to school. I would come at 10 AM from office. I came to my office and kept my scooter, at the gate, went in to have my breakfast. Finishing my breakfast, I came to my gate and
started the scooter to go to my office.
Suddenly I heard a voice telling me to take my helmet, I turned around to see the person talked to me. There was nobody in that area, and only I heard the sound. Seeing nobody I started the scooter again, and heard the same voice, telling me to take my helmet. There was no one at sight. Believing that it may be the voice of the risen Lord, I took my helmet, which I purchased from Delhi, and wearing it went straight to my office. On my way I met with an accident. An auto rickshaw
giving wrong signal hit against me and I was thrown off from my scooter.
Fortunately nothing happened and I was totally safe. My helmet was broken
and there was damage to my vehicle too.
Who has warned me one week before the accident? Who gave me warning twice on the same day the accident occurred? It is JESUS the Son of God whom the Romans and Jews crucified and yet lives! I suggest you to read the Bible to know more about Jesus. (Start from New Testament)
MAY GOD BLESS YOU!
YOURS LOVING, Kuriako
bookworm and went through any book, that came in my hand.
I didn't leave the newspaper cover of bundles packed, brought from the market by my father.
I had membership in 3 libraries. I was awarded
the 1st prize of leather bound Bible from Sunday school for being the first rank holder
in the final exam. Then I began to teach in Sunday school.
One thing I forgot to mention, in the final Sunday school exam, there was a question out of syllabus, and the superintendent permitted
to look into the text and copy the answer. As it was contrary to my conscience, I never copied the answer. The superintendent was a deacon too, that prodded me very much.
This was the reason
I hope, that I was getting away from church and Christianity even.
I looked on my body and I saw the mark of the umbilical cord on my
belly. That is the only evidence that I had a mother. I was unaware
about my birth, and separation from my mother's womb. Still there is a
clear-cut proof in my body. So I cannot refuse that I had a mother at
all. In the same manner, man was not there, while the earth and heaven
were formed, but we see the mark of a sovereign God who created it, the psalmist says, " The heaven declares the glory of God and the firmament shewth his handy work." The Bible also says, " The fool hath said in his heart that there is no God, They are corrupt and
do abominable things" Ps 14:1 (bible)
Now I came to know that there is a God. Then who is the God? There are so many religions and each one has there own gods. This was confusing to me.
As I was reading the 'Complete works of Vivekananda' the Great
Indian saint Vivekananda, said," a true Hindu is a true Christian".
This statement touched me. In effect he was telling that there is only God. The other major religions of the world have a common father
hood, I mean about, Jews, Islam, and Christianity. At this time I read a small booklet namely, "how I got joy unspeakable and full of glory" written by a Sikh (having turban on head) called Bhakt Singh. A very learned engineer, Bhakthsing had certain peculiar Christian
experiences and he accepted Jesus as his personal saviour.
I met him in Madras in 1969. It was a turning point in my life. I had discussions with him and convinced that Jesus was my saviour too.
Many miracles happened in my life as the charismatic people say of the miracle hand of Jesus.
I will tell you one small incident. My wife was working as a staff nurse in Saudi Arabia in the year 1988. One day I had a dream,
in which I saw I am getting a telegram, which read, like this so deep and hit the spot in my heart." Unfortunately... I could not read it fully, since tears were falling down my cheeks. I thought some untoward incident is going to take place, and I was anxious about my wifes safety. I compelled her to resign and come back to India, at the earliest. She resigned and came to India. When she came to India, she asked me, why she was
compelled to resign. I kept mum. I didn't say it was on the basis of a
dream, which I thought, would not convince her.
But after few months, as Saddam of Iraq dropped the bombs in
Saudi beginning the Gulf war only, we came to know EVERYTHING WORK TOGETHER FOR THE GOOD THAT LOVE THE LORD. ROM: 8:28 (BIBLE)
Few Years back, one night I was sleeping at my home. I had a dream and I found that I am falling on the ground and dying. It was pitch dark, and I didn't what is happening whether it as a dream or a fact. I felt the ground and knew I was in my cot. I got up, and switched on the light. Now I found there was no accident and it was mere dream. After
one week I had a peculiar instance. I had to go for duty (I was a chief Telecom supervisor) at 7.30AM. So I prepared my Tiffin early morning and told my children to have it and go to school. I would come at 10 AM from office. I came to my office and kept my scooter, at the gate, went in to have my breakfast. Finishing my breakfast, I came to my gate and
started the scooter to go to my office.
Suddenly I heard a voice telling me to take my helmet, I turned around to see the person talked to me. There was nobody in that area, and only I heard the sound. Seeing nobody I started the scooter again, and heard the same voice, telling me to take my helmet. There was no one at sight. Believing that it may be the voice of the risen Lord, I took my helmet, which I purchased from Delhi, and wearing it went straight to my office. On my way I met with an accident. An auto rickshaw
giving wrong signal hit against me and I was thrown off from my scooter.
Fortunately nothing happened and I was totally safe. My helmet was broken
and there was damage to my vehicle too.
Who has warned me one week before the accident? Who gave me warning twice on the same day the accident occurred? It is JESUS the Son of God whom the Romans and Jews crucified and yet lives! I suggest you to read the Bible to know more about Jesus. (Start from New Testament)
MAY GOD BLESS YOU!
YOURS LOVING, Kuriako
Saturday, November 28, 2009
PANGULO PARA SA MGA PILIPINO
“To those who want to be a president, this is my advice: If you want something done… just do it, do it hard, do it well. Don’t pussyfoot, don’t pander and don’t say bad words in public.” Ito ang naging pahayag ni Pangulong Gloria Macapagal-Arroyo sa kanyang pansiyam at panghuling State of the Nation Address (SONA) bilang payo sa mga nagnanais tumakbo bilang pangulo ng ating bansa.
Ilang buwan na lamang ay magkakaroon na naman ng eleksyon para sa pagkapangulo ng ating bansa. Maraming mga pulitiko na ang nagpahayag ng kani-kanilang planong tumakbo para sa nasabing posisyon. Ngunit anong uring mga tao sila? Sila ba’y mga taong susunod sa payo ng pangulo? Talaga bang maglilingkod sila para sa sambayanang Pilipino, o nais lamang nilang maisakatuparan ang pansarili nilang kapakanan?
Bilang pangulo ng isang bansa ay hindi isang simpleng gawain. Maraming mga tungkulin ang dapat niyang gampanan. Isa na nga rito ay ang pangalagaan ang karapatan at kapakanan ng bawat mamamayan. Upang magampanan niya nang maayos ang mga tungkulin at maisakatuparan ang mga dapat niyang gawin, kailangan lamang niyang sundin ang payo ng pangulo sa maayos na paraan at sa abot ng kanyang makakaya nang walang takot at pag-iimbot. Makitungo ng maayos sa mga mamamayan at tiyaking ni isa man sa kanila ay hindi maapakan sa anumang planong proyekto o programa para sa kaunlaran. Nang sa gayun ay makuha ang supurta at kooperasyon para sa ikatatagumpay ng anumang plano. Ngunit paano kung kunwari lang ang lahat? Kaya naman sa darating na halalan, piliin natin ang tamang tao na siyang mangulo sa sambayanang Pilipino na handa at taos pusong maglingkod at may malasakit sa kapwa lalung-lalo na sa mga mahihirap.
Ang pagbabago ay nakasalalay sa atin. Tulung-tulong tayong lahat para sa pagbabago. Piliin ang tamang pangulo para sa tamang gobyerno.
Ilang buwan na lamang ay magkakaroon na naman ng eleksyon para sa pagkapangulo ng ating bansa. Maraming mga pulitiko na ang nagpahayag ng kani-kanilang planong tumakbo para sa nasabing posisyon. Ngunit anong uring mga tao sila? Sila ba’y mga taong susunod sa payo ng pangulo? Talaga bang maglilingkod sila para sa sambayanang Pilipino, o nais lamang nilang maisakatuparan ang pansarili nilang kapakanan?
Bilang pangulo ng isang bansa ay hindi isang simpleng gawain. Maraming mga tungkulin ang dapat niyang gampanan. Isa na nga rito ay ang pangalagaan ang karapatan at kapakanan ng bawat mamamayan. Upang magampanan niya nang maayos ang mga tungkulin at maisakatuparan ang mga dapat niyang gawin, kailangan lamang niyang sundin ang payo ng pangulo sa maayos na paraan at sa abot ng kanyang makakaya nang walang takot at pag-iimbot. Makitungo ng maayos sa mga mamamayan at tiyaking ni isa man sa kanila ay hindi maapakan sa anumang planong proyekto o programa para sa kaunlaran. Nang sa gayun ay makuha ang supurta at kooperasyon para sa ikatatagumpay ng anumang plano. Ngunit paano kung kunwari lang ang lahat? Kaya naman sa darating na halalan, piliin natin ang tamang tao na siyang mangulo sa sambayanang Pilipino na handa at taos pusong maglingkod at may malasakit sa kapwa lalung-lalo na sa mga mahihirap.
Ang pagbabago ay nakasalalay sa atin. Tulung-tulong tayong lahat para sa pagbabago. Piliin ang tamang pangulo para sa tamang gobyerno.
ANG FILIPINO A MGA FILIPINO MAJORS
NANG MAGDESISIYON AKONG MAGING KABILANG O ISA SA MGA FIIPINO MAJORS AY MARAMING NAGULAT----KAIBIGAN, KAKLASE, AT LAHAT NG NAKAKAKILALA SA AKIN. MARAMING TANONG ANG KANILANG IPINARATING-----BAKIT FILIPINO? WALA KA NA BANG IBANG MAPAGPIPILIAN? ‘DI BA SABI MO’Y GUSTO MONG MAGING ENGLISH MAJOR? ----SUHESTYON DIN NG IBA, MAS MAKABUBUTI SIGURA EH ELEMENTARYA NALANG ANG KUNIN MO.SA MGA TANONG AT SUHESTYON NILANG IYON AY HINDI KO ALAM KONG ANO ANG MAARI KONG ISAGOT. NASGULAT DINA KO SA SINABI NILANG IYON. BAKIT? GANUN NALANG BA TALAGA KABABA ANG FILIPINO?NANG MGA PANAHONG IYON AY TALAGANG RAMDAM NA RAMDAM KO ANG KANILANG PAGMAMALIIT SA PANG-AKADEMIKONG ASIGNATURANG FILIPINO. BAKIT NGA BA GANUN NA LANG KABABA ANG KANILANG TINGIN DITO? WALA BANG NAGAGAWA ANG ASIGNATURANG ITO?ILANG BUWAN NA RIN AKONG NAPAPABILANG SA GRUPO NG MGA FILIPINO MAJORS. ANG TOTOO’Y HINDI GANUN KASIMPLE ANG MAGING ISA SA MGA ITO. ITO’Y TULAD RIN SA IBANG ASIGNATURA NA MAY MAHAHALAGANG BAGAY NA KAILANGAN NAMING PAG-ARALAN MALAMAN BILANG KUMUKUHA NG ISANG NG ASIGNATURANG ITO.ANG TOTOO’Y ALAM NA ALAM KO ANG ISA SA MGA DAHILAN KUNG BAKIT GANUN NA NGA LANG KABABA ANG KANILANG TINGIN DITO. ITO AY ANG MEDYUM NG PAGTUTURO---ANG FILIPINO. ANO NGA BA ANG NASA FILIPINO BILANG MEDYUM NG PAGTUTURO? SAGOT NG KAIBIGAN KI, ‘PAG FILIPINO---LOKAL’. GANUN NGA BA? HMMM?ANG SAGOT NA IYON AY ISANG WALANG KABULUHANG DAHILAN NG PAGMAMALIIT. KAILANMAN AY HINDI KO TATANGGAPIN KONG IYON LANG ANG KANILANG IDADAHILAN.>AYON KAY L.J. VILLANUEVA(MAHANUNG OBSERVER,2006) ‘MAHALIN NATIN ANG ASIGNATURANG FILIPINO UPANG MAKILALA NATIN ANG ATING SARILI BILANG PILIPINO AT ANGKING TALINO NG ATING PIANANGGALINGANG LAHI’. ANG FILIPINO AY SARILING ATIN AT DAPAT NATIN ITONG IPAGMALAKI. KUNG SAKALING TATANGGALIN SA KURIKULUM MULA ELEMENTARYA HANGGANG KOLEHIYO ANG ASIGNATURANG FILIPINO, MAKIKILALA PA KAYA NATIN ANG ATING MGA SARILI BILANG ISANG TUNAY NA PILIPINO?NG SA AKIN LANG NAMAN AY HUWAG NATIN BASTA MALIITINA NG FILIPINO AT ANG MGA TAONG KUMUKUHA NITO BILANG KANILANG MAJOR. MARUNONG NAMAN TAYONG GUMALANG SA ATING KAPWA DAHIL MAY KARAPATAN DIN NAMAN SILANG MAMILI PARA SA KANILANG SARILI. HUWAG NATIN SILA BASTA HUSGAHAN, DAHIL TAO RIN SILA NA MAY PUSONG NASASAKTAN.GAYUNPAMAN, MARAMING SALAMAT PO SA LAHAT NG TAONG NAGING POSITIBO ANG PANINGIN SA FILIPINO AT SA KUMUKUHA NITO.IPINAGMAMALAKI NAMIN ANG PAGIGING ISA SA FILIPINO MAJORS. SA MGA TAONG NEGATIBO NAMAN ANG PANANAW SA AMIN AT SA FILIPINO, WALA NA PO KAMINBG MAGAGAWA PARA SA INYO. MAY KANYA-KANYA AYONG PAG-IISIP. HINDI NAMIN KAYO KONTROLADO, PERO MARAMING SALAMAT PARIN PO SA INYO.SA KABILA PO NITO’Y, NAWA’Y MAGKAISA PO TAYO BILANG PILIPINO PARA SA IKAUUNLAD NG ATING INANG BAYAN.
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