Stairway

                                                                       Stairway:

Constructing learning goals in a stairway structure where each step applies an “understanding equals a progressed ability”. The process of making my student “understand” something will depend on the “activity”.  the activity that will make them know and analyze where the steps of the lesson-ladder is going. Making appropriate steps as a teacher should be thought seriously.  The activities that I would be bringing in should define my goals in every teaching task. These should refine my students understanding onward.  I should always consider the “edge” of what a well-thought activities can do in leading me and my students together in the stairway of learning.

                                                                      Imagery:

The discipline of making my students to practice their “creative imagination”.  To think of the  ways  that would help them process their understanding and that would aid them to recall the highlights of the lesson falls under sparking the practice of "creative imagination".  I do this technique as a student and yes, it will be great to share this technique to my students. I would like to make them learn this as soon as possible. However, I believe it will take time in order for them to be comfortable with this technique. It is like having a big box with other small boxes in them.  Discovery and tireless digging in "images" that would create an "imagery" of what is the meaning behind each knowing.

                                                                     Work-home habit: 

I remember one beautiful principle of classroom-learning that learning does not evolve only inside the classroom. It should be brought in at all places of life.  Same with letting my students take-home the values learned in church to their respective homes, schools, play time and even to their inner selves.  However, there should be a “visual” or evidential task to easily assess the students application of the learning/principle gained.  Maybe it is better if I will make my students’ to be aware of the “target” values. Values to be emphasized and to be applied.  Though it may look an intentional-learning, monitored or dictated but, that is where a “habit” comes from—the “always-ness” of doing or practicing.  What is wrong on starting with intentionally “working on” with a good sense of valuing “values” right into their ‘homes’?

“Away pero bati”/” Enemies but not foes”:

This is a good motivational learning.  I will consider this in my teaching approach where “friendly debate” will be exercised.  I have not tried this ever in my years of teaching in the church.  I think this is a worthy technique to consider.  Example of a paired topic I will use for this is: “Which is better praying aloud or praying in silent?”  This is a good start up-activity in the theme of “Praying” or “Prayer”.  This exercise will also empower the students for strong resistance against not being sports minded.  They will have also a framework of having intelligible reasons on their decisions in the future.

                                                             Anger management: 

Being in an angelic mood every time is not realistic.  There are moments that a student's attitude or character would try your patience. Yes, I admit that they were scenes when my anger had reached to a “feverish” level. I noticed that even these anger-moments have produced positive effects on my students' attitude.  It gave them a signal that a teacher does get mad. The teacher is as serious on what she says about the rules and so they need to believe and obey.  On the other hand, showing anger to my students will not always be a healthy option to encourage obedience.  Maybe to be consistent with implying rules is still the best thing to communicate about the ‘seriousness’ or the truth that we set inside the classroom.