No Man is an Island

As I was browsing the previous module discussions, I particularly noticed this entry that is full of wit in explaining man as a social being. It was posted by George Rivera which I quote here as exactly written by him. It was entitled “Man is a social being.

“Every man comes from a certain social structure. Everybody comes from a family, the basic unit of the society. We came into being because of the social interaction of 2 people. How these two people thought of each other, how they felt and how they behaved in relation to the circumstances of their surroundings. Since the time we are about to be made by our parents, to the time we are in our mother’s womb, the time we are born, the time we grow and become old, we belong to a society that influences us in how we think and act accordingly. Where things are determined by the people we interact with, how this society where we belong thinks, accepts, frowns upon, glorifies… its culture and tradition.  How we carry ourselves and how to fit into this complicated structure made by man through its interaction and previous experiences.”

“Man is a social being, we thrive to belong. By this wanting to belong, the society, our environment exerts a great deal of pressure on man’s rationality that sometimes, totally defeats one’s way of thinking process and fundamentals. Our decisions change due to what our environment dictates us, we forego decisions because it is not in line to what our family wants, policies change because they are not in accordance to what the society expects. In all these confusion, man is also a thinking man. Man has the ability to change or resist whatever is exerted on him by its environment. Through this self-efficacy man can determine what path he wants to take or whatever the circumstance in life may leads us, we can manage and turn around and do what its best for ourselves.”

After reading his entry, I came to realize how I form part of the society in general and of others’ lives as well. We used to hear that no man is an island which reflects our inner need for companion and support. However, majority of the decisions we make lie on the very soul of our hearts and intellect. We tend to seek what’s best for ourselves but it should be one that is not at the expense of others. After all, I believe that much of our efforts to build and improve ourselves are also anchored with the goals of reaching out to others.

 

Reference:

George Rivera. Man is a social being. Retrieved July 7, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=52616

The Indispensable Role of Teachers

In the context of Social Learning Theory, I found this forum discussion initiated by Ryan Michael Oducado very much interesting. He said that learning occurs within a social context. Its goal, though not explicitly stated, is for learners to develop self-regulatory skills. We don’t only learn from live models (teachers) but also from symbolic ones like books, videos and the likes. He further added that Yarbro (1980) proposed that the primary objective of educators is to foster students’ ability to gain knowledge independently and pursue areas of interest in an educational setting with limited teacher assistance. Working on the ultimate goal of achieving self-regulation, the concern now is whether teachers’ role can be viewed dispensable in the arena of learning particularly in the tertiary and graduate level.

Personally, I think of this as a timely issue as I’m presently pursuing my master’s degree. As I’ve replied in the forum, approach to graduate school studies is very different from that of the undergraduate level. I guess many will agree that it’s more of facilitating independence among the learners whereby outlines and modules are given instead of the conventional everyday lecture and supplemental activities. Somehow, self-regulated learning is being developed as we take control of how we are going to learn as graduate level students.

Further, self-regulated learning is defined as an active, constructive process during which learners set goals for their learning and then try to monitor, regulate and control their cognition, motivation and behavior. In case of graduate schooling, still there are evaluative parameters being utilized by the teaching personnel that are used to gauge how the students successfully learned the course materials. Though we can devise our ways of evaluating our own progress, still I’ll go for that being made by others. I believe they will be more objective in measuring our learning and understanding. My point here is that self-regulation cannot be completely achieved by an individual as teacher’s role is still there. In addition, Robenille “Rain” Malit said that being self-regulated doesn’t really come as natural for most people and it is an idea that should either be introduced (for adults) or carefully integrated in the learning process (for children). Once self-regulation is grasped, then the environment provided by school becomes very conducive for learning.

When it comes to being self-regulated learners, Brenda Rioja shared that there are some motivational processes to “get studying done.” Also, there are instances of metacognitively powered self-regulated learning. In this changing world, the challenge of teaching is to help students develop skills which will not become obsolete. That is why metacognitive strategies are said to be very essential for the twenty-first century learning. They will enable students to successfully cope with new situations. Teachers capitalize on their talents as well as access for a wealth of resources that will create a metacognitive environment which fosters the development of good thinkers who are successful problem-solvers and lifelong learners. This in turn resulted to an agreement with Ryan who then replied that teachers are indispensable. None can replace human interaction.

Finally Lovely Andres added that teachers are still important to simplify concepts. Also, developing self-efficacy in students to make them self-regulated learners is difficult considering that self-efficacy depends on the mastery of experience, social modeling, social persuasion, and psychological responses. Not all students are made equal so teachers are still in demand. I really agree with this thought that necessitates teachers’ genuine interventions in the classroom settings. Self-regulation can be learned through practice and integration but individual differences must be carefully considered in order to keep the goal of achieving optimum learning opportunities.

 

Reference:

Ryan Michael Oducado. No More Teachers? Retrieved July 7, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=52421

On The Issue of Punishment as a Form of Discipline

It is pretty much understood that punishments, as related to the concepts of behaviourism left significant impacts among the educators and students as well. The key issue is whether  we  can use some form of punishments in an effort to impose “discipline” in the minds of learners without necessarily negating the goal of ‘’optimum learning experiences.”

I believe that the thinking of the past years was a bit different from nowadays. According to Nid “Nidz” Odang-ga, punishment was indeed employed before as a form of discipline. Stories form our old parents and even from other classmates as well will prove the existence of it couple of years ago. In fact, I can still recall the name of the teacher we used to call “terror teacher” when I was in elementary school. Seeing that teacher is like transforming yourself into the kindest person you could ever become of.

Many researches anchored to these issues were conducted which truly showed negative influences of using punishment in the classroom setting. Though the teachers have noble goal of considering such practices, the negative impact and stigma associated with its usage outweigh the “desired” effect. So given this, what are then must be used instead of punishments? Many were presented in the respective module but the following are additional recommendations that Maria Aster Joy “Aster” Garcia have found in her sources. It is known as the 11 Techniques for Better Classroom Discipline which includes:

1. Focus
2. Direct Instruction
3. Monitoring
4. Modeling
5. Non-verbal cues
6. Environmental control
7. Low profile intervention
8. Assertive discipline
9. Assertive I –messages
10. Humanistic I-messages
11. Positive discipline

She then added that if these techniques are implemented in class, the students will have a positive outlook to learning. Conflicts and barriers will be minimized and these will promote self-esteem and self-confidence to students.  They will be more mature in doing things that is best for them.  With the right knowledge and information, they can make sound decisions. And this is very likely to happen. Children in their very young age must be taught on how to do things right properly and be guided accordingly regarding the right things to do. It is not necessary to impose “fear” for them to obey and change behavior. Rather a supportive and nurturing environment is likely to promote their well-being which will subsequently result to better adaptation to their learning situations.

 

Reference:

Ruby Salvosa. Discipline and Punishment. Retrieved July 6, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=53788

Behaviorism: Where to go?

“Should behaviorist strategies be discouraged (or banned) from schools?”

This is one interesting question that Teacher Malou posted in our group discussion forum. Given the pros and cons of the behavioral perspectives in the teaching-learning process, what circumstances educators may continue to employ in the classroom management and what are those that should be discouraged, if not totally to eliminate?

Below are my classmates’ thoughts on this which I found so helpful in gaining more insights and understanding.

Roshiley Tilistyak stressed that behaviorist strategies should not be discouraged from school as it is an important tool to shape students behavior. She even pointed out an example by considering a child in a kindergarten classroom. She mentioned that these children are very young who are immature to know if they are behaving good or bad. How will those children learn that their behavior is good or not if behavioral approach will be banned from school? Behaviorist approaches play big roles in shaping them and molding them into a desired being. Like what she said, teachers who employ behavioral perspective are somehow effective in identifying which behavior must be reinforced to be retained, and which must be corrected to good ones. It only means that behaviourism is significant in instilling the difference of right from wrong among these young minds which I consider foundation years towards higher level of understanding the world.

Criselda “Aprile” Liwanag even added that behaviorist strategies has long been used and were found effective. However, teachers should be able to determine what intervention should be used in order to have a long lasting effect to students. Teachers should use the proactive interventions like Positive and Negative reinforcements, Social skills training and group contingencies. It says that not all interventions and approaches anchored to behavioral point of view necessarily produce desirable outcomes among the learners, and so it’s imperative for the teachers to decide which ones will most likely benefit the class.

On the other hand, there is also a common suggestion from the class. That is removing or not advocating the use of corporal punishments. Louisea Marie Calaycay said that punishment should be discouraged from schools. She then believe that it only replaces undesirable behaviors, generates fear which can lead to events’ avoidance. Truly, this may happen as students who were punished tend to develop fear of the punishers and not necessarily learning about the misbehaviour. Instead of using such punishments, Louisea advocated PREMACK Principle which could be a way for better learning. Alternating more enjoyable activities with less enjoyable ones could triggers the interest of children/students to be more active in classroom activities.  According to her, this is also known as the Grandma’s Law and states that “that high-probability behaviour reinforces low-probability behaviour”. Personally, I experienced the “magic” of Premack principle many times when I was young which contributed to the kind of person I am right now (see my entry regarding this in the reflections category).

Finally, I do agree with what Brenda Rioja mentioned that behaviorist strategies don’t need to be totally discouraged or banned from schools.  It is about knowing how to use them wisely and how to avoid its side effect which is very important before they come into effect. Once that has been accomplished, they must then determine what constitutes the nature and purpose of education based upon that underlying assumption. Further, Brendaly “Beng” Umali said that “the key is knowing in which situation each strategy would best be applied to get the most desirable result.”

There is no any single recommendation when it comes to totally eliminating or fully advocating the use of behavioral strategies in school. Like most of my classmates, I also believe that it’s necessary to capitalize on the strengths of behaviourism in an effort to foster better learning experiences along with the other theories of learning. Those practices however which present stigma not only to the students but in the society in general must be avoided. Surely there are other means around that can be utilized for the same goal. In the end, educators must be responsible enough in selecting which approach in particular is deemed best as the situation calls for it.

Reference:

T. Malou Marilou Juachon Should behaviorist strategies be discouraged (or banned) from schools? Retrieved July 02, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=47304

Can I Buy Intelligence?

Does the child’s family financial status affect intelligence?

Upon first glance at the above question raised by Roshiley Tlisityak, most of us will readily have a view on this either positively affirming or denying the impact of financial status in one’s intelligence and subsequent success in the later life. Honestly, I have a positive thought on this issue as I carry the old saying that goes “Hindi hadlang ang kahirapan para sa tagumpay ng isang tao.”

Those rich students who can afford to go to well-known and well-equipped schools already hav

e the advantage of enjoying quality learning materials. For the most part, they will be given sufficient books, manuals, study, guides, etc. On the other side, those who live in the poverty line may find it difficult to guarantee a perfect attendance in class due to many reasons. Admittedly, it has an impact on one’s motivation towards learning. Now comes the role of the student himself on how he’s going to take the challenge of being financially unstable. I believe it can make or break or his goal.

“Hindi hadlang ang kahirapan sa tagumpay ng buhay.” These were the words I used to hear as part of the valedictory address or speech of honor students among public schools. It is never new to us to know that poor students even perform better in school compared to others who live well. One thing that is common among them is their “eagerness or motivation” to study harder. For them, poverty is not a hindrance but rather an opportunity to maximize their strengths and resources. As supported by Maria Aster Joy “Aster” Garcia, she mentioned that although some students are financially challenged, they still have the determination, motivation and positive outlook that they can succeed in life.  Indeed, she really admires those individuals.  They believe that there is still hope in every challenge.

Further, Criselda “Aprile” Liwanag states that the financial status of a person does not really influence how a person develops his intelligence. The financial status of a person becomes a motivation for those who are financial challenged. They make it a point to strive harder than those who are well off or can afford. In the end, she stressed that it really depends on the person if they would nurture their gift; otherwise it would just go to waste regardless of their financial status.

So for me, financial status may have some bearing on acquiring intelligence but not in a strict cause and effect relationship. In the end, success still depends on one’s goal setting and the means a person actively seeks to make it a reality.

Reference:

Roshiley Tilistyak. Financial Status and Intelligence. Retrieved June 18, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=48997

IQ VS EQ VS RQ: Which is which?

IQ VS EQ has long been a battle as to which is a better determinant of success. IQ for the most part measures one’s level of intelligence or cognition which may include verbal, memory, mathematical, spatial, and reasoning among others. Emotional intelligence is defined by Robert Cooper and Ayman Sawaf in their book, Executive EQ, as “the ability to sense, understand, and effectively apply the power and acumen of emotions as a source of human energy, information, connection and influence.”

Then as I gather some expert opinions on this, I found out the term “RQ” which according to them is also important in achieving success just like IQ and EQ. It was coined by Dr. Charles Fombrun, Founder of the Reputation Institute. He has learned that the most successful companies and those that can endure great challenges all have one thing in common – strong reputations or high RQ.

Now, which is which if we’re about to choose only one? Will you go for IQ, EQ, or RQ? 

I actually started this forum as we discuss the different concepts and theoretical foundations relevant to intelligence. Interestingly, I was able to gather many insights from my classmates’ responses. Some of those are as follows:

Just like what Jessica Mae Ylagan and Ryan Michael Oducado said, High IQ + High EQ + High RQ are the foundation to become successful. No doubt on this thing. In fact, many experts and authors like William Arruda have supported this formula.

But my question is, is this something realistic among all people? I mean, not everyone is given the gift of having high IQ. Would that mean they can no longer succeed in their endeavour as they lack one of the ingredients in the formula? Definitely I have to say no. I repeatedly emphasized that we can always capitalize on the aspect that is high on us (say EQ) in   order to positively influence the other  two (IW and RQ).

Just like what Maria Eden “Eden” Pangan, there should be balance among the three factors. But when opted to choose ONLY one, she said it will be having more of EQ. Further, she added that intelligence can be learned through study and practice and therefore, IQ is something that can be acquired by anyone.  But not everyone can display a high sense of EQ especially when faced with pressures and struggles.  Thus for her, the strength of character and being grounded on values are far more important than what is inside his head.

I agree with her points. As I’ve replied, I think it’s a good investment to have the energy and ability to relate well with other people. Through proper social interaction, we can build a good sense of reputation and self-worth. Likewise, we can always learn from others as we share their experiences. So with this view, I am positive that an individual with high EQ will have better chances of also having adequate levels of RQ and IQ.

 

While the formula of having “high” levels on these three important aspects of one’s living is the perfect one to achieve success, it is still possible to do so by “balancing” whatever gifts that were given to us. After all, success is not definite; it is relative and indeed dynamic.

 

Reference:

Reynaldo S. Flores Jr. IQ VS EQ VS RQ: Which is which? Retrieved June 18, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=47770#p190623

Where Did I Get My Milk?

There’s this discussion forum which is very timely- not because we’re discussing intelligence as part of the module but also because the issue can be observed almost everyday. It’s about the idea that formula milks can make infants and even pre-schoolers intelligent. The discussion was initiated by classmate Sealdi Calo-Gonzales.

Truly, there are so many commercially-prepared and available milk products in the market that boast their unique components of how to make child brighter, stronger and so many more. Interestingly, many of my classmates shared their experiences and thoughts on this topic.

Regina Josephine Anne Pe Benito shared her experience of using formula milk to her eldest daughter basically because she was encouraged by the promising TV commercials of that milk. She was then encouraged to do breastfeeding on her youngest as advocated by the hospital where she gave birth. Comparing her two children, she said that there’s no distinct difference in their intelligence, but she did notice difference in the immune system of her children. Her daughter who was breastfed since birth up to 4 years is more resistant to common diseases like cough and colds than her daughter who was bottle-fed.

With this observation, I have to say that there are so many factors that need to be considered before concluding any associated effect on either way of feeding (formula VS breatsmilk). Especially, that couple of years have passed, chances of intervening variables to play are very high. Environmental factors for instance may explain the difference why one is more susceptible to such disease over the other. Definitely, these children grew up with different experiences.

According to Ryan Michael Oducado, studies show that breastmilk promotes brain and IQ development. In  a seven-year study by researchers at Jagiellonian University Medical College in Poland, findings show that children breast-fed longer than six months scored a 3.8-point IQ margin over those who were bottle-fed (Fields, n.d.). Further, at the end of every commercial is the statement “breastmilk is still best for babies up tp 2 years of age”, although this is streamlined and highlighted. It has been accepted by most people that breastmilk is far superior than any formula milk available in the market. To add on this, stronger immune system is really one of the advantages of breastfeeding due to the presence of immunoglobulins that are being acquired by the newborn from the breastmilk. It is indeed important in building the foundation of the baby’s immune system in fighting infections and common sickness.

While there’s this chance of misleading the viewers about what formula milk can offer to their children, I think the responsibility lies both to the viewers themselves and the regulating body that screens the content of such commercials. TV advertisements may be so tempting especially when endorse by the most sought-after personalities, but it is still prudent to learn and know more before using the seen products. Everyone is welcome to ask anyway. 😀

Reference:

Sealdi Calo-Gonzales.Milk commercials and Intelligence. Retrieved June 18, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=49959

The Evolution

As I watched the TV News Program in GMA 7 “24 Oras” last June -3, 2013, it featured Parańaque National High School’s ICT-based Classroom equipped with state-of-the art facilities in fostering better learning among students. Based on the report, that 20 Million worth classroom has been donated by a certain Korean Organization (if I’m not mistaken). The school boasts its widescreen interactive board where the teacher can just “touch” the icons to present videos, write some notes, and many more. The teacher also has a laptop in his or her area and the students can actually submit answers through the use of other remote-facilitated computers.

Truly, I was amazed by this high-technology innovation considering this was observed in our country. Lately I have known that the concerned school is the biggest public school in the Philippines. So, I asked my classmates to share their experiences if they happen to see or actually used this so-called “smartboards” and the like. I was surprised when many really had their opportunity to this technology in classroom, particularly those working abroad.

According to Eric Fernandez, they are actually using these “smartboards” in some of their classrooms which really help in making the class interactive.  Further, it increases efficiency in the delivery of lessons and provides easy access to all the modules and presentations prepared.

Health wise, both Eric and Julie Ann (Jules) Sańez agreed that It is very good for health because with this, teachers and students no longer inhale the dust from chalks or powdered ink which may also rigger allergy attacks for those with sensitive cases. He even added that based on his observation, are more interested in the class with the use of it than otherwise.

As shared by Ayesha Penuela, Interactive LCD Touch Screens are revolutionising the way teachers teach, train and present. Interactive technology enables a person to present and capture all of the contents of the training or teaching session in real time. The latest in Interactive Touch Screen Technology is the eBoard. The eBoard is an integrated LCD Interactive Touch Screen that utilises Optical Sensor Technology. An added benefit according to her is that these encourage “technophobic” teachers and learners to use technology more comfortably using a familiar interface which I do agree.

To add on its list of advantages, Maria Aster joy “Aster” Garcia posted the following:

• Learners show increased motivation and enjoy the interaction the technology offers
• It makes the subject come alive
• It captures the attention of learners
• It encourages the involvement of learners in the subject
• It enables tutors to use multimedia resources and the internet with a whole class
• It is great for demonstrations
• It is an excellent tool for the constructivist educator

Finally, to apply the previous learning theories that we’ve discussed (as suggested by Teacher Malou), let me post here what I’ve posted in that forum.

• Those students who are “audio-visual learners” (Gardner’s visual-spatial and verbal-linguistic Intelligence) will most likely benefit on the use of the smartboard. They will be given the chance to enjoy different graphics and presentations in a good size that will somehow help them retain what was seen and/or watched. Likewise, the sounds coming from the video presentations as well as that coming from the teacher during interactive process with the students will promote optimum experiences for those who prefer to “hear” what is being discussed

• The above though is also supported by Dunn and Dunn’s Learning Style Model whereby some of the enumerated elements were present (the presence of sound, peer and group interaction, auditory and visual stimuli)

• I also gathered this one from the net. To understand the potential of technology implementation in enhancing the teaching-learning process, the impact of constructivism on classroom practices has been studied by many researchers.  Constructivism is a doctrine stating that learning takes place in contexts, and that learners form or construct much of what they learn and understand as a function of their experiences in situation (Schunk, 2000). Rakes, Flowers, Casey and Santana (1999) report that as the amount of technology available, the level of technology skills of the teachers, and the use of technology increased, the use of constructivist strategies in the classroom also appeared to increase. “Technology can provide the vehicle for accomplishing constructivist teaching practices” (Rakes et al., 1999, p. 3). So, increasing the skill levels of teachers with regard to computers and providing additional opportunities for teachers to integrate technology into lessons may encourage the use of constructivist behaviors.

Happy learning and Good bless! 😀

Reference:

Reynaldo “Rhed” S. Flores Jr. Blackboard to Whiteboard to INTERACTIVE WIDESCREEN. Retrieved June 17, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=47083

Money Matters

Money is undoubtedly important in the present times. It is indeed essential for survival. Even young children know pretty well the value of money. It’s no longer surprising to see people starting to save money even at an early age.

As we discussed the different concepts on motivation, there’s this forum that truly caught my attention (though it was late when I noticed the forum :D). It was raised by classmate Theresa Sy who asked our points on the use of money in motivating kids to learn in school.  As expected, there’s a mixture of responses coming from different sides. Let me take some of those views.

The initiator of the discussion says that it’s not being materialistic especially when maturation already comes in whereby this now serves as sources of both goals and motivation. I agree on this point. As I added basing on my personal experiences, it’s not just the “money” that I am receiving every time I hit our agreed goal in exams or assignments, but also the “increasing self-esteem” that is building upon me. It’s the special feeling that you’ve been rewarded because you do good in your job.

Like what Ryan Michael Oducado said, the use of money as a form of motivating learners may work for some, but not for the others. So, it has to be considered on a case-to-case basis. I think parents as the closest contact of these young learners know if such technique will do good or not (in the case of just fostering materialism). To add on this, Eira Claudine Hilario emphasized that she sees the point in rewarding good grades with money. According to her, “As long as it is backed up with guidance as well (how to save, what to spend it on, etc.), I think it is a good way to motivate one’s children to learn (plus, they can save up for their own toys/gadgets! Hehe).” I can somehow relate on this as I really exerted my best effort during my Kindergarten years in order to gain more money as rewards from my mom. I learned to save and earn that lead me to having a collection of my favourite simple toys in the end. For me, it didn’t teach me to become materialistic but rather to positively value the worth of money. I have to say that to earn money, we really need to work hard for it.

Finally, when asked about what and how to motivate your kids should you become parents in the near future, I like what still Ryan Michael Oducado shared which I quote:

“I have read that to ensure a positive and enduring behavioral change, pairing extrinsic motivator with an intrinsic one ensures lasting effect. Working on this view, I’d still use money, hugs, praises to my kids to motivate them to excel in school but will also instil to them the importance of education and cultivate the proper attitude of learning for learning sake. Further, I will ensure a positive nurturing climate (humanistic perspective) by not reprimanding my kids in cases of failure or difficulty in school, rather providing time to them and support in areas where they are weak.”

The concept of “pairing” extrinsic motivators or reinforcers with an intrinsic one is really a good idea. Not only that students will have tangible rewards after a certain accomplishment, but also a sense of increased natural drive to perform better. I also believe it will be a good foundation towards an effective and lasting motivation. This however can also be strengthened by considering the “right timing” and application of extrinsic motivation so it would not have detrimental effect to the child’s intrinsic motivation, as mentioned by Robenille “Rain” Malit.

Truly, I enjoyed reading this discussion forum as I can relate my previous experiences as a young learner. Again, I am positive on the use of money as an extrinsic motivator for so many reasons that most of my classmates also think of. it’s just a matter of carefully considering when and how it must be done.

Happy learning! God bless. 😀

 

Reference:

Theressa Sy. Money, Money, Money. Retrieved June 17, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=47788#p189202

Experience as the Best Teacher

Many times that we hear people saying “experience is the best teacher.” Undoubtedly this is true like what Catherine Palomo stressed on. But I have to agree with what Robenile Malit suggested that experience is far better to view as “essential” in the completion of learning. Experience itself does not give a lesson to the person for it is the individual himself who will equate a learning opportunity for every experience he had. We can always choose to ignore or to maximize whatever situation that we encounter.

Like Roshiley Tilistyak (a nurse also), nursing procedures are taught through lectures and return demonstrations in school but it is during repeated hands-on experiences that we actually capture the essence of doing them. Sometimes, I encounter difficulty understanding such procedures until having the chance of doing it in the real setting. Many times I told myself “Ganun lang pala kadali!”

Lastly, let me quote what Malikha Marist Antonio shared in the discussion forum. “Do you know the difference between education and experience? Education is when you read the fine print; experience is what you get when you don’t” -Pete Seeger

Keep going everyone! God bless 😀

Reference:

Catherine Palomo. How True that Experience Determines Learning. Retrieved May 28, 2013 from http://myportal.upou.edu.ph/mod/forum/discuss.php?d=46128