p-i-s-s-e-d

i don't want to explain. but im just so pissed right now. and i have deleted my facebook account.

soooooooooo...

the good news is, im not deleting my new blogs. then i can concentrate on studying more now! :)

*study study study***

Even High Achievers Are Affected by the Classroom Structure

Reference: Ames, C. & Archer, J. (1988) Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.

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What is the article about? The article studied how student's learning strategies and motivational processes are affected by how they perceive the goal structure of the classroom is.

All students in the study were high achievers and the following information was gathered:

*students identified goal orientation of a classroom on a specific subject matter whether Mastery or Performance goal is salient.

The following summary of Master vs Performance taken from Table 1 of the said article (page 261)

	MASTERY GOAL	PERFORMANCE GOAL
Success defined as...	Improvement, progress	High grades, high normative performance
Value placed on...	Effort/learning	Normatively high ability
Reasons for satisfaction.. .	Working hard, challenge	Doing better than others
Teacher oriented toward...	How students are learning	How students are performing
View of errors/mistakes...	Part of learning	Anxiety eliciting
Focus of attention...	Process of learning	Own performance relative to others'
Reasons for effort...	Learning something new	High grades, performing better than others
Evaluation criteria...	Absolute, progress	Normative

*students reported on their use of learning strategies in the subject for:

1. info processing
2. self planning
3. self monitoring

*students chose on task preference whether a) learning more and being challenged or b) giving little effort and sure to do well

*student's attitude was done by asking the student about their likeness for the class

*students were assessed where they attributed success and failure

*students identified their perceived ability for the subject

Results: Students varied on their reports for goal orientation classroom structure, learning strategies, attitude, task preference and perceived ability, showing that high achievers vary in their causes of their achievement and even high achievers, have wide range of learning strategies used.

GOAL ORIENTATION versus LEARNING STRATEGIES. - in classrooms perceived to be mastery goal oriented, students were more likely to use effective learning strategies

GOAL ORIENTATION versus ATTITUDE - in classrooms perceived to be mastery goal oriented, students liked the class more

GOAL ORIENTATION versus TASK CHOICES - in classrooms perceived to be mastery goal oriented, students were more likely to prefer challenging tasks

GOAL ORIENTATION versus CAUSAL ATTRIBUTIONS. - in classrooms perceived to be mastery goal oriented, students believe that success and effort are connected

Further analysis of the factors by dividing the goal orientation to 4 groups.

High Mastery - High Performance
High Mastery - Low Performance
Low Mastery - High Performance
Low Mastery - Low Performance

A pattern revealed that there was a significant difference between the high and low mastery goal orientation regardless of the level for perfomance goal. In other words, there were no difference within high mastery or within low mastery groups.

What are the implications for practice? The study shows that although high achievers are already expected to practice effective learning strategies and motivational practices which are assumed to influence their achievement, these factors are still dependent on how the students percieve the goal structure of the classroom may be.

More specifically, these learning strategies and motivational processes are dependent on the degree of the saliency of mastery goal orientation regardless of the presence of performance goals. It means that decreasing the presence of performance goals in our classrooms is not the solution for better classroom learning but rather we should emphasize more on making our classrooms percieved by students to be Mastery Goal Oriented.

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*A reminder for students who come across my post, I am flattered for whatever purpose my reviews might help you in your research or studies, but please always keep in mind to observe Anti-Plagiarism.
*This review was intended for my personal benefit to keep track of the new information I gather from an article I have read. As I am open to some queries about the research (as much as my capacity can offer), reading the original article is highly recommended. Open discussions about the topic is also encouraged from others who can contribute to the ideas.

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Question of the day: What Goal Orientation Do You Possess?

Lesson of the day: Make your learning environment, away from distractions. i.e. "DELETE ZE FACEBOOK ACCOUNT!" haha

UNHEALTHY HABIT >(

I haven't been blogging about school for quite awhile
which is vvveeeerrryy verrryyy BA-DDDDD

(the new room for our son)

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this yoville thing has got me hooked almost 24/7, if it weren't for work and classes i'd be online all day. luckily i come from a psychological perspective with a background on metacognition (thinking about thinking) and I am aware about my addiction which is not very healthy anymore LOL. that's why i have to control and stop myself

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BUT. the good news is. I ALREADY BOUGHT A HOUSE! WORTH 15K! *phew* ...
there was a 5k and 10k house but too small for me. lol.


where did i get the money? - my real world FRIENDS. hahahaha...

if i had to earn it it will take a month of addiction. ..
thank goodness for great friends in facebook. (since ofcourse i cannot ask anyone in yoville world to give me money because apparently the fact that they are there means they are addicted too)

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OLIVER ON THE OTHER HAND. wants to stop playing because he is envious of my house. and sweet of me, i will buy him his own house. lol... not as big as mine though, no money anymore. but atleast it will highten up the motivation to keep him playing yoville.

YOVILLE JUST MAKES ME NOT TO DWELL ON TIME SO MUCH THAT THE NEXT THING I'D REALIZE IS THAT IT IS ALREADY MID AUGUST - then my sweetheart's back in manila! *weeee*

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i redecorated my apartment by the way... it welcomes visitors and customers, and for the parteehhh... :P

*** okay reality check now... gotta read those articles! *** =)

research proposal

Last Thursday (July 9, 2009). I posted a note on my Facebook account to my college blockmates and friends who were taking up graduate school too. I informed them that I need to create a research proposal already within the span of a week for my research class.

Talk about the pressure.

BUT!

Just for the record, 5 days after (which is today) I AM ALMOST FINISHED WITH MY RESEARCH PROPOSALLLLL!!!
I'm just going to need to polish it tomorrow with some citing, and proof reading. WHOOOHOoOOOOO

Talk about inspired.

Workaholic life, here I gooooo again!!!

Research is .

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Mood: ecstatic
Thought for the day: I wrote this post on July 14 but I'm publishing it dating July 15. Talk about insomia! GO TO SLEEP TONI!

all the things i had in my undergrad has retired!

got me self a handy dandy laptop i can now bring to school without the lower batches asking

"Toni, that's still your laptop?"

sponsored by my dad.

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All the things I had in my undergrad has retired! EXCEPT MY CAR

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faded sticker of the Philippine Flag


*broken backlight when I hit a stupid tree with weird branches sticking out at the bottom* * it was at night and i was on my way to a friend's house birthday party*


*and the many times i don't remember* (*cough* *cough* daddy do you hear me?)

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Mood: Engrossed with my new toy

Question for the Day: Shouldn't I start writing my paper at this hour?

Observing Improvements

Amike (math)
What happened today? I was surprised with Amike today, compared with my last Math hours with him. His previous hours I found him to be quite slow in addition and subtraction that it sounded to me he needed to go back to training in basic addition. However today, when I saw he already had answered a few excercises I made him continue on parts 2 of the worksheets and I can already leave him doing it on his own.

What did I learn? I think I shouldn't underestimate him so much. Maybe just like Jessie he has learned her own way of computing and making them unlearn these things will be much harder for them. Just give the worksheet and let them do their work, observe and check on them once in a while, then guide them if they get stuck somewhere while answering it.

What improvements do I need to make? Try to give what the assigned worksheets regardless if he has a hard time doing the math facts (basic addition excercise like 1+1, 2+2, 3+3, usually to serve as a warm up for the student). Let him answer the worksheet/lesson, and just guide him on recalling the procedures to answer the math problems. Leave the basic computations to him. Just check on him once in a while if he is already taking too much time on the worksheet.

What outcomes do I expect to happen? I expect that Amike will gain much more improvements and learn more quickly about higher addition. Maybe in order for him to master the basic addition faster and more accurately he will need to do more higher additions exercises since if he finally masters the higher additions, the basics will already become easy for him.

Amike (reading)
What happened today? The first task Amike did was on vocabulary, since there were already boxes which indicated the number of letters and all he had to do left was read the story and identify which word fits the description. He had a lot of mistakes which I then discovered he didn't had an idea on what "Ballet" was in the first place, nor the word "Pretty". Then for the following directions part he found that easy, he was good with directions. Lastly, we turn to reading comprehension. I wanted to test and try just giving him the booklet without assistance. I asked him what the book was about he was able to give a little feedback but not good enough. When he answered the questions, there were only 2 choices per number and surprisingly he got them all incorrect. But I didn't tell him that, I just erased everything and then we tried reading the book together. When he answered the excercise he got them ALL correct. How weird is that?

What I learned today? I realized that to students, most especially those with low reading comprehension, guiding them to read is of big help for them to understand the material. I try not to give help at first to test their ability of self-reading and then the difference when I start reading for them or helping. Reading Comprehension will be the focus of my research study for my Action Research.

What improvements do I need to make? I will continue to monitor Amike's reading progress and will start on my Action Research once I have finalized my Instrument with my professor.

What outcomes do I expect to happen? I still expect to see the explicit differences of the effects on students whether with or without the reading intervention.

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*Tutoring Club is a tutorial center which offers a program to students wherein worksheets and activities are already provided according to which is appropriate for the student's current cognitive level. Subjects available for enhancements are: Beginning Reading, Reading, Writing, Math. For more details visit Tutoring Club
*Tutor Up is the traditional tutoring, helping students with their current lesson in school.
*Student names in this blog are not the real names of the students for confidential purposes

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Mood: I'm loving that it's the weekend again!

graduate school orientation

amidst the older adults
and with a nauseous feeling
that I didn't belong there...

I led the invocation, on a podium! on the stage! LOL



too bad they weren't able to capture a picture of me *rar*



but it's okay, it definitely won't be the last of my exposure. haha.

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BONDING WITH MISS LARA (MY PRACTICUM TEACH),
WHO IS ALSO THE NEW VICE CHAIR AND FIRST VICE CHAIR OF
COUNSELING AND EDUCATIONAL PSYCHOLOGY DEPARTMENT*ARGH! SO STUPID! MY PHONE WAS IN THUMBNAIL OPTIONS! HAHA*

hmmmm...

Practicum
January 28, 2008

APA Style Online Tutorial

Research class made us take a pre-test on some basic rules in using the APA format. Even though it was just a pre-test and it's purpose is just a measure to identify what and how much you already know, I felt the pressure of not making any mistakes since we were using APA our whole life in undergrad .

After answering the pre-test we were to take the APA Style Online Tutorial, read and answer a few excercise. It was fun and if only we already new about this during our undergraduate years then we wouldn't have to go through the stress on following the wrong way to reference or cite.

I got 100% scores on all the online quiz and excercises. *weepee!*

*claps* for me.

oooh. btw, another part of our homework is to start writing a concept paper about what we plan on doing for our Action Research. and so *the stress begins*

* *

i.e. Only a few days to come up with a research proposal!! why oh so why so fast.

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Mood: Getting Ready to Rumble!
Question for the Day: Haven't I gotten used to the tri-mestral system?
Lesson of the day: APA format!

Identifying Gaps II

Selena (Tutor Up)
What happened today? Today's tutor up we were able to do it inside the director's office with the internet guiding us through the lesson. However, at this same hour I also have a beginning reading student. It was really not a good combination because both tutees needed effort to tutor. Today Selena was a bit emotional but she enjoyed being paired up with Trisham at the same time with her because it became the kid sort of became a reliever for her. It was a a good thing though Selena now knows what her lesson is all about and I was able to research it easily on the net. But as I said I had a hard time focusing on the Tutor Up because in beginning reading all your attention is needed to guide the student. Selena volunteered to help out while I search on the net and I allowed her. It also served as a therapy for her to drive away those bad emotions from a having a rough day today in school.The day still ended with Selena not doing her homework during Tutor-Up but I was able to help her on the lesson itself.

What did I learn? We only have an hour to do so many things so might as well not encourage the student to dwell to much on her problems. But knowing that a student of course will have a hard time concentrating if her mind is too preoccupied, try to make up a way and make her do something that she will both enjoy and helps her clear her mind for a while.

What improvements do I need to make? I still need to manage the time well because I think we can still do better in maximizing what we could learn in an hour. The example on her notes are very helpful and most of the time similar to her homeworks. I just need to help her identify it because it's still gibberish for her since she just copies them on the blackboard and mostly not understanding what those numbers mean.

What new outcomes do I expect to happen? Being more productive and helpful with her current lesson, especially being able to guide her in tests and homeworks.

Jhorgie (Reading)
What happened today? Jhorgie arrived and I reminded him of his promise yesterday. And I guess he didn’t have much of a choice. But I told him to choose any 3 texts he wants to read without following the priority boxes at least giving him a little motivation and feeling of autonomy. But then when I checked, most of his answers were incorrect so I asked him to do it all over again. I didn’t count the score on the vocabulary part because I observed that it was really too hard for him and will take too much time of what’s left so we skipped to comprehension. But when I re-check his answers he got everything correct except just one. It only means he can do it, he just doesn’t want to give too much effort probably because he doesn’t know that what’s the purpose of him doing there in the first place.

What did I learn? I learned that aside of giving him motivation, he should also feel the purpose of what he is doing. Tokens doesn’t matter to him anymore since he is already in 3rd yr high school too so I need to make another way to make him more motivated and involved himself with learning knew information through the things he reads. The program would be no use if he just keeps on guessing or writing answers that he didn’t think about.

What improvements do I need to make? Next time try to give him a purpose on why he needs to do this or make specific goals so that he would try to make efforts since those goals would seem just easy for him to achieve. Make Tutoring Club not like a prisoner for them but a source or place where they could de-stress or relax while making there time very useful and productive. Make him focus that quality of answers is more important than quantity. A technique I can adapt is making a good compromise for him to do better is to make a scale that the higher scores he gets the lesser texts he needs to read that hour.

What new outcomes do I expect to happen? Improvements on the motivation of Jhorgie to self initiate reading and maximize the hour as well as improvements on the quality of his answers.

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*Tutoring Club is a tutorial center which offers a program to students wherein worksheets and activities are already provided according to which is appropriate for the student's current cognitive level. Subjects available for enhancements are: Beginning Reading, Reading, Writing, Math. For more details visit Tutoring Club
*Tutor Up is the traditional tutoring, helping students with their current lesson in school.
*Student names in this blog are not the real names of the students for confidential purposes

Make Your Students Read

Reference: Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Tabaoada, A., Davis, M., Scafiddi N. & Tonks, S. (2004). Increasing reading comprehension and engagement through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96, 403-424

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What is the article about? It’s about which instructional practice would have the best results in increasing student’s reading comprehension (including reading motivation and application of cognitive strategies).

a) Instructional practices which has a combination of both cognitive comprehension & motivational support
b) Instructional Practices which directs to cognitive comprehension without the motivational support.
c) Instructional Practices with no intervention.

Results: Findings showed that classes which were under the instructional approach of having merged cognitive comprehension strategies and motivational practices had the most improvements in reading comprehension, reading motivation and cognitive strategy knowledge/application.

What are the implications for practice? The article highlights that most of the previous studies talk about cognitive strategies and increasing reading comprehension or motivation and increasing reading comprehension. It gave a background that cognitive strategies or motivation indeed have an effect on improving reading comprehension however literature seems not to focus much on combining both. That is what the article tried to observe and it turns out that instructions that had a combination of cognitive strategies and motivational practices maximizes reading comprehension better than just cognitive strategies alone.

These are the strategies that were used in the research
which you may find useful for practice:
6 Cognitive Strategies
1) Activate Background Knowledge - identify previous knowledge with similar information with the text
2) Questioning - student generates their own questions about the topic
3) Summarizing - providing a summary of the text and students also summarizing
4) Information Searching - after reading, students searches the material while answering certain questions
5) Graphic Organizing - using keywords to improve understanding
6) Story Structuring - identifying story structure or themes of the text

5 Motivational Practices
1) Use content goals - the focus here is giving meaning to the text, gaining knowledge and understanding the topic in depth, compared to performance goals which focuses on skill mastery and getting rewards.
2) Give hands-on activities - students interact with the text through observations, explorations and etc.
3) Provide students a choice - allow the students to have a choice in which task to make or text to read
4) Use texts that are interesting - these texts catches student's attention and effort in reading
5) Promote student collaboration - allow students to share their knowledge, new information learned, interesting texts they've read and questions they want to raise

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*A reminder for students who come across my post, I am flattered for whatever purpose my reviews might help you in your research or studies, but please always keep in mind to observe Anti-Plagiarism.
*This review was intended for my personal benefit to keep track of the new information I gather from an article I have read. As I am open to some queries about the research (as much as my capacity can offer), reading the original article is highly recommended. Open discussions about the topic is also encouraged from others who can contribute to the ideas.

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Quote for the day: There’s always room for improvement.
Lesson of the day: If we can find ways which we could maximize students’ improvement then why not?

Identifying Gaps

Ablitz (Writing)
What happened today? Ablitz had composition today, although he already had his "story" done in draft. He was supposed to rewrite his draft to another paper and then that would be already for assessment. Thinking that he can already do this on his own, I attended to the 2 students I had for that hour. I felt that it was already too late to intervene in his composition progress since he had his paper already drafted for final checking. I could have shown him the rubric first prior to story composition so he would alteast have an idea what was expected of him instead of just writing exactly the words that was going on his mind. I was already eager to attend to the other student because I had a Tutor Up for Trigonometry and I needed more than my 100% concentration if I wanted to help the student in her current lesson. After about 30 minutes, I went to check Ablitz and how he was doing, he was barely finished writing half of his paper. I asked him if he wanted me just to check the draft without rewriting it anyway but he insisted he just rewrite it even though he found it "boring". Then after I realized it was taking him too much time to rewrite the draft he finally said just to check his draft paper. We attended to it. I wanted to give more feedback but he was already eager to go. We just wasted the whole hour rewriting the draft and I feel like he didn't learn anything today. Just going home with tired hands. So I let him go and I checked his paper.

What did I learn? Since this was my first time to handle the composition part in Writing. I learned that, maybe we don't need to rush everything in 1 hour. If he can't finish it today then let's continue it tomorrow. Only the setting in Tutoring Club, you don't always get to have the same tutor everyday. So there will be conflict like I felt today. I didnt know where he was already in terms of his writing progress or where the previous tutor left off unlike in other subjects you could easily identify what activity you would give to the student. Just as I said that I could have shown him the rubric prior to his compo, I learned that I myself should have read the rubric first and then checked the draft so that he already knows what corrections to make on his final draft. *shoot* my bad. I feel really bad for someone who took education subjects and be guided by a principle [the program is there to help the students, but it is the duty of the tutor to deliver the program well]. I feel that I wasn't able to deliver the program well to Ablitz. I wasn't able to maximize what he could have gained in an hour.

What improvements do I need to make? Better to ask the previous tutor or other tutors on where the student stopped on the previous hour. Ask the student what he wrote about so you have a background about the composition before reading it. Set a goal you want to have accomplished before the hour ends and then set a goal what he needs to do the next time he comes back. Write a note for the next tutor about that goal.

What new outcomes do I expect to happen? Well hopefully next time is more organized. By setting goals, we are able to maximize what we could do with so little time. Beneficial for both the tutor and the tutee so that we are able to avoid idling to much because we are both aware what we need to accomplish. Assessments are just not used after the activity but also before, they could serve as an example of a goal.

Selena (Tutor Up)
What happened today? Tutoring Selena has always been a challenge for me ever since she was more often than not, assigned to me for Tutor Up. Challenge because her current lessons right now was on Trigonomety & Geometry. Talk about *struggle*. She was having a quiz tomorrow on quadrants and reference angles. All I could think about was "I remember this, this is easy". LOL Feeling? With just her notes to rely on, it took us quite a long while to figure out how and why the answer was this and that. I could remember some, but the main idea of it I had a hard time. Since I also had a student that hour who was in the same level, I ended up opting to ask him if he already encountered the lesson. It was like "group studying" which was one of the strategies I got used to when I was in highschool. Talk about learner-centered teaching. But before she left I couldn't help but be proud because I was eventually able to figure out the formula and the pattern. Atleast the hour did not end without her gaining something from me.

What did I learn? We need to excercise the brain every now and then. It's a good thing I didn't have a bad history with math or else I would have developed an anxiety for it. I learned that it doesn't hurt to ask other students and make it somewhat "collaborative" type of learning. Again, I opt not the program restrict me on doing other things. Just because tutoring was meant for individual work, it doesn't mean collaborative work is forbidden.

What improvements do I need to make? I told Selena that whenever they have a new lesson she should ask her teacher what's the name of the lesson so next time we have our tutor up again we wouldn't put too much time identifying where to start. I also told her that when we get that chance could discuss over YM about her lesson so I can prepare myself prior to Tutor Up hour itself. Learning Trigo and Geom again wouldn't be a waste anyway since it could also benefit me one way or another. I also told the director if I could ask for the internet password so next time I could use my laptop and use the internet to guide our Tutor Up. That was what we did during my first Tutor Up with Selena (but in the director's office), however this time I had to tutor 2 students at the same time as hers so we weren't able to use the office's computer.

What new outcomes do I expect to happen? Next Tutor Up, hopefully I don't have any other students at the same time as her so we could have access to the office's computer and internet. Alternatively, Selena already knows specifically what topic we are to encounter for easier tracking and identification. That would definitely give us a good headstart.

Jhorgie (Reading)
What happened today? Jhorgie was not very productive today and seeing he was very tired from school that day I decided to give him a break because no use of pushing him to do more work if the brain is already tired. I allowed him to lax every now and then and read a just few texts. When checking his work, I didn’t bother to give him second chances and just scored it anyway. I made a bargain that the next day, he would promise to do his work already.

What did I learn? Sometimes give the child a break if you know his mind wouldn’t even function anymore even if you try. It would be less effective anyway since he is already out of focus. Compromise is not always bad at least next time the students meet up with you he already has some expectations that he will do his work this time. His mind is already somewhat prepared.

What improvements do I need to make? Give the student time to relax but monitor the time so that he wouldn’t end up using most of his hour there getting away with everything. At least one or two quality output works will do if he is really tired and cannot focus very well.

What new outcomes do I expect to happen? Quality reading over quantity.

Amike (Reading)
What happened today? Amike just started in a few days. On his first day he had reading and math, however we only had reading hour for today. I gave him an SRA material and I realized that was the same story we encountered on his first day. His first time to read it I read it for him, but this time I asked him to do silent reading. We were working on answering vocabulary section. I noticed he was kinda slow in picking up even if you tell him the answers and then ask him again, he cannot answer. On the other hand when we went into reading another story tackling “how well did you read”, I observed that he could answer the questions very well anyway. Prior to reading the story we first analyzed the picture and the title on what the story we expected it to be about. I was impressed that he understood the story because he was able to answer the questions correctly although when I asked him to tell me what the story was about he wasn’t very responsive.

What did I learn? I realized that to tutor Amike you need to have a little more patience. As well as realizing that probably that’s why he was enrolled in TC in the first place, to improve and enhance his skills. Having Amike as a student symbolized as once of those challenges in teaching profession. You don’t always get to have the gifted ones or the high average ones. There’s always that same chance you encounter at risks or below the average kids and it should always feel like as a teacher it is your responsibility for that child to gain those improvements.

What improvements do I need to make? Challenge myself that if I am able to make Amike gain positive changes then it is an accomplishment indeed. We don’t always have chances who and what kind of students we get, and one thing a teacher should be very good at is being flexible and adapting to different environments. Use this opportunity to apply the concepts and theories I have learned in school days.

What new outcomes do I expect to happen? Hopefully I can apply and get observations on Amike’s weaknesses and strengths and eventually he would be able to interact with the stories he has been reading. By the end of my next tutor hour with him, I should have at least identified a few strategies would help me elicit responses from him.

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*Tutoring Club is a tutorial center which offers a program to students wherein worksheets and activities are already provided according to which is appropriate for the student's current cognitive level. Subjects available for enhancements are: Beginning Reading, Reading, Writing, Math. For more details visit Tutoring Club
*Tutor Up is the traditional tutoring, helping students with their current lesson in school.
*Student names in this blog are not the real names of the students for confidential purposes

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Quote for the day: If our salaries depended on how effective people's performance were, then what a wonderful country we would be living in.
Lesson of the Day: Assessment of Learning. Assessment for Learning. Assessment as Learning

A Learner Forever

Hi My name is Toni and I'm 21 years old, and I used to have the blog “Music to My Ears: Life as an undergrad waiting for graduation” which used to be filled with my rants and emotions of my college life since I love writing and I found it to be very therapeutic. My ultimate goal there was to graduate with honors which I did and roughly after a few months from graduation, I ended up deciding to delete the blog (and not to keep it as a souvenir) as a sign of moving on.

I used to work at Pilipinas Shell Petroleum Company, an international company having a more so good paying job and a great head start for a fresh graduate. However after a few months, I felt that I was destined to do such more (yes at a very early stage in my fresh grad life) so I resigned. I took a rest which I have never done before after graduation (just for a month), applied for graduate school as a part-time student and took a part-time job as a tutor in Tutoring Club.

And because I really love writing I am blogging once again, inspired by my Principles in Learning Class (lesson in metacognition – thinking about thinking), Research Class (lesson in action research – doing, reflecting and documenting), and work in Tutoring Club (making tutoring achieve long term goals). But this time, I am viewing my blog in a whole new perspective. It’s learning how to be a learner forever. The purpose of this blog is also for scientific research purposes. By tracking down my reflections on how I teach in work, what I’ve learned in my graduate classes, and how I can apply it in real life situations and observing the changes and my improvements as a tutor/teacher. My discipline is to be able to reflect on each of my class meetings which happens to be twice a week, and to reflect on each of my tutoring days which happens on days I don’t have classes.

Hopefully I wouldn’t decide on deleting this blog in the future as it will eventually be a source of information for other learners, pre-service teachers and current teachers as well.

Besides, there’s no end to learning… each day we learn in all sorts of different contexts… we just don’t put in into writing… and my blog’s ultimate goal is to be: A Learning Forever. So I guess there will be no goodbyes for this blog –

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School: De La Salle University - Manila
Bachelor Degree: Bachelor in Science Major in Educational Psychology 2005-2008
School: De La Salle University - Manila
Masteral Degree: Masters of Art Major in Learning and Teaching 2009 – Present