Article Reading # 5: BAN SOUGHT VS NO TUITION, NO EXAM SCHOOL POLICIES

Ban sought vs no tuition, no exam school policies

Philippine Daily Inquirer

10:21 pm | Wednesday, May 23rd, 2012

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DAVAO CITY—A militant youth group has urged the Senate to act swiftly on a bill that makes it a criminal act for schools to prevent students from taking exams for failure to pay tuition on time.
Cherry Orendain, spokesperson of the group Anakbayan for southern Mindanao, said swift action on the bill is needed as millions of students prepare to return to school next month.
House Bill No. 6799 was filed by Kabataan Rep. Mong Palatino. It had passed the House and is awaiting action by the Senate.
Orendain said her group was hoping that senators will spend time on the bill last May 17 but it was “shelved indefinitely” for the trial of Chief Justice Renato Corona.
Orendain said the proposed legislation was important because it could ease the financial burden of parents, who are already suffering from unabated increases in tuition and costs of basic commodities.
She said this year alone, the Commission on Higher Education approved tuition increases for 256 universities all over the country, 22 of them in Davao City.
Poor families trying to send their children to school also have to deal with higher fuel prices, she said.
“It will give students and parents a little break,” Orendain said.
She said her group also continues to fight for increased budget for and equal access to education.
“We are disappointed to hear education officials in the region treating education as a commodity and telling students they had to pay if they want quality education,” Orendain said.
“Education is supposed to be a right provided by the Constitution,” she said.
Pilar Barredo, secretary general of Association of Concerned Teachers in Davao region, said a multisectoral group called Ugnayan ng Mamamayan para sa Karapatan sa Edukasyon will launch a series of protests starting May 28 against continuing increases in tuition and demand an increase in the national budget for education. Germelina Lacorte, Inquirer Mindan

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Article Reading # 4: LEARNING MATH WITH MANIPULATIVES - BASE TEN BLOCKS (PART III)

Learning Math With Manipulatives - Base Ten Blocks (Part III)

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K-12 Subject Areas > Mathematics | By: See Author Box (05/05/06) Views: 31458

In the first two parts, representing, adding, and subtracting numbers using base ten blocks were explained. The use of base ten blocks gives students an effective tool that they can touch and manipulate to solve math questions. Not only are base ten blocks effective at solving math questions, they teach students important steps and skills that translate directly into paper and pencil methods of solving math questions. Students who first use base ten blocks develop a stronger conceptual understanding of place value, addition, subtraction, and other math skills. Because of their benefit to the math development of young people, educators have looked for other applications involving base ten blocks. In this article, a variety of other applications will be explained.

Multiplying One- and Two-Digit Numbers

One common way of teaching multiplication is to create a rectangle where the two factors become the two dimensions of a rectangle. This is easily accomplished using graph paper. Imagine the question 7 x 6. Students colour or shade a rectangle seven squares wide and six squares long; then they count the number of squares in their rectangle to find the product of 7 x 6. With base ten blocks, the process is essentially the same except students are able to touch and manipulate real objects which many educators say has a greater effect on a student's ability to understand the concept. In the example, 5 x 8, students create a rectangle 5 cubes wide by 8 cubes long, and they count the number of cubes in the rectangle to find the product.

Multiplying two-digit numbers is slightly more complicated, but it can be learned fairly quickly. If both factors in the multiplication question are two-digit numbers, the flats, the rods, and the cubes might all be used. In the case of two-digit multiplication, the flats and the rods just quicken the procedure; the multiplication could be accomplished with just cubes. The procedure is the same as for one-digit multiplication - the student creates a rectangle using the two factors as the dimensions of the rectangle. Once they have built the rectangle, they count the number of units in the rectangle to find the product. Consider the multiplication, 54 x 25. The student needs to create a rectangle 54 cubes wide by 25 cubes long. Since that might take a while, the student can use a shortcut. A flat is simply 100 cubes, and a rod is simply 10 cubes, so the student builds the rectangle filling in the large areas with flats and rods. In its most efficient form, the rectangle for 54 x 25 is 5 flats and four rods in width (the rods are arranged vertically), and 2 flats and five rods in length (with the rods arranged horizontally). The rectangle is filled in with flats, rods, and cubes. In the whole rectangle, there are 10 flats, 33 rods, and 20 cubes. Using the values for each base ten block, there is a total of (10 x 100) + (33 x 10) + (20 x 1) = 1350 cubes in the rectangle. Students can count each type of base ten block separately and add them up.

Division

Base ten blocks are so flexible, they can even be used to divide! There are three methods for division that I will describe: grouping, distributing, and modified multiplying.

To divide by grouping, first represent the dividend (the number you are dividing) with base ten blocks. Arrange the base ten blocks into groups the size of the divisor. Count the number of groups to find the quotient. For example, 348 divided by 58 is represented by 3 flats, 4 rods, and 8 cubes. To arrange 348 into groups of 58, trade the flats for rods, and some of the rods for cubes. The result is six piles of 58, so the quotient is six.

Dividing by distributing is the old "one for you and one for me" trick. Distribute the dividend into the same number of piles as the divisor. At the end, count how many piles are left. Students will probably pick up the analogy of sharing quite easily - i.e. We need to give everyone an equal number of base ten blocks. To illustrate, consider 192 divided by 8. Students represent 192 with one flat, 9 rods and 2 cubes. They can distribute the rods into eight groups easily, but the flat has to be traded for rods, and some rods for cubes to accomplish the distribution. In the end, they should find that there are 24 units in each pile, so the quotient is 24.

To multiply, students create a rectangle using the two factors as the length and width. In division, the size of the rectangle and one of the factors is known. Students begin by building one dimension of the rectangle using the divisor. They continue to build the rectangle until they reach the desired dividend. The resulting length (the other dimension) is the quotient. If a student is asked to solve 1369 divided by 37, they begin by laying down three rods and seven cubes to create one dimension of the rectangle. Next, they lay down another 37, continuing the rectangle, and check to see if they have the required 1369 yet. Students who have experience with estimating might begin by laying down three flats and seven rods in a row (rods vertically arranged) since they know that the quotient is going to be larger than ten. As students continue, they may recognize that they can replace groups of ten rods with a flat to make counting easier. They continue until the desired dividend is reached. In this example, students find the quotient is 37.

Changing the Values of Base Ten Blocks

Up until now, the value of the cube has been one unit. For older students, there is no reason why the cube couldn't represent one tenth, one hundredth, or one million. If the value of the cube is redefined, the other base ten blocks, of course, have to follow. For example, redefining the cube as one tenth means the rod represents one, the flat represents ten, and the block represents one hundred. This redefinition is useful for a decimal question such as 54.2 + 27.6. A common way to redefine base ten blocks is to make the cube one thousandth. This makes the rod one hundredth, the flat one tenth, and the block one whole. Besides the traditional definition, this one makes the most sense, since a block can be divided into 1000 cubes, so it follows logically that one cube is one thousandth of the cube.

Representing and Working With Large Numbers

Numbers don't stop at 9,999 which is the maximum you can represent with a traditional set of base ten blocks. Fortunately, base ten blocks come in a variety of colors. In math, the ones, tens, and hundreds are called a period. The thousands, ten thousands, and hundred thousands are another period. The millions, ten millions and hundred millions are the third period. This continues where every three place values is called a period. You may have figured out by now that each period can be represented by a different colour of place value block. If you do this, you eliminate the large blocks and just use the cubes, rods, and flats. Let us say that we have three sets of base ten blocks in yellow, green, and blue. We'll call the yellow base ten blocks the first period (ones, tens, hundreds), the green blocks the second period, and the blue blocks the third period. To represent the number, 56,784,325, use 5 blue rods, 6 blue cubes, 7 green flats, 8 green rods, 4 green cubes, 3 yellow flats, 2 yellow rods, and 5 yellow cubes. When adding and subtracting, trading is accomplished by recognizing that 10 yellow flats can be traded for one green cube, 10 green flats can be traded for one blue cube, and vice-versa.

Integers

Base ten blocks can be used to add and subtract integers. To accomplish this, two colours of base ten blocks are required - one colour for negative numbers and one colour for positive numbers. The zero principle states that an equal number of negatives and an equal number of positives add up to zero. To add using base ten blocks, represent both numbers using base ten blocks, apply the zero principle and read the result. For example (-51) + (+42) could be represented with 5 red rods, 1 red cube, 4 blue rods, and 2 blue cubes. Immediately, the student applies the zero principle to four red and four blue rods and one red and one blue cube. To finish the problem, they trade the remaining red rod for 10 red cubes and apply the zero principle to the remaining blue cube and one of the red cubes. The end result is (-9).

Subtracting means taking away. For instance, (-5) - (-2) is represented by taking two red cubes from a pile of five red cubes. If you can't take away, the zero principle can be applied in reverse. You can't take away six blue cubes in (-7) - (+6) because there aren't six blue cubes. Since a blue cube and a red cube is just zero, and adding zero to a number doesn't change it, simply include six blue cubes and six red cubes with the pile of seven red cubes. When six blue cubes are taken from the pile, 13 red cubes remain, so the answer to (-7) - (+6) is (-13). This procedure can, of course, be applied to larger numbers, and the process might involve trading.

Other Uses

By no means have I explained all of the uses of base ten blocks, but I have covered most of the major uses. The rest is up to your imagination. Can you think of a use for base ten blocks when teaching powers of ten? How about using base ten blocks for fractions? So many math skills can be learned using base ten blocks simply because they represent our numbering system - the base ten system. Base ten blocks are just one of many excellent manipulatives available to teachers and parents that give students a strong conceptual background in math.

The base ten blocks skills described above can be applied using worksheets from http://www.math-drills.com. The worksheets come with answer keys, so students can get feedback on their ability to correctly use base ten blocks.

Article Readings # 3: CHILDREN WITH AUTISM ARE AT GREATER RISK OF BEING BULLIED: BY DR. CLAUDIO V. CERULLO

Children with Autism are at greater risk of being bullied: By, Dr. Claudio V. Cerullo

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Character Education > Bullying | By: Dr. Claudio V. Cerullo (02/15/13) Views: 1073

It is not unusual to hear stories about students with and without hidden disabilities of being bullied. Stories about bullying have captured media attention as children attempt to cope with being bullied and as families attempt to adjust to losing a loved one to suicide motivated by being bullied. The reality in today’s school setting is that students on the autism spectrum are bullied more often than students without disabilities. In fact, of the students who are bullied, roughly 62.3% are on the autism spectrum (Center for Disease Control, 2011). Regardless of the outcome associated with bullying and whether the student has a disability or not, bullying is a serious and systemic problem that must be addressed in schools all over the world.
Bullying involves the repeated harmful and frequent actions toward an individual or a group. It is also
involves high intensity and a power-base. It is brought on when someone is perceived to have a weakness, a challenge, or a difference that may serve to both isolate them and to make them a target for harmful acts. Bullying often occurs in front of or includes others, and witnesses (usually the bystanders), can play an important role in increasing or decreasing bullying, if they choose.
There are various forms of bullying, including verbal, physical, emotional, and the deadly cyber
virus, which is growing area for bullying in which Facebook, instant gram, email, Twitter, and other forms of social media are used to spread unkind and often untruthful information about students. While social networking can be a great resource to connect people; it can and has been used in a harmful manner to ostracize and exclude others.

The impact of bullying can be significant and can include lowered self-esteem, heightened anxiety, depression, fear, refusal to attend school, isolation, suicidal ideation, and suicide. Sometimes the signs are apparent, and at other times, individuals try to mask or hide their reaction to the bullying. Involved professionals and family members may notice decreases in grades, an inability of the child to concentrate, a loss of interest in academic skills, school avoidance and higher rates of absenteeism, and ultimately the desire to dropout. Families and professionals should be aware of behavior changes that may indicate a student is being bullied. For example, if a child or adolescent refuses to go to school, it may be an indicator that s/he is being bullied and does not feel safe at school or trust those that are hired to protect them.
For students on the autism spectrum, bullying may be difficult to detect and understand. Because of theory of mind challenges and social skill deficits, these students become more vulnerable targets for bullying. Theory of mind differences result in difficulties grasping the intentions of others and understanding what others are really feeling and thinking. In terms of social skills, individuals with autism have difficulty reading nonverbal cues, including body language and the facial expressions of others. In addition, they may take comments literally
instead of understanding the underlying and perhaps unkind message. Many may have difficulty detecting the difference between teasing and bullying. As such, learners on the spectrum may over- or under-react when perceived or real bullying happens.
In addition to the emotional and social toll on students and their families, bullying is becoming a growing area for litigation. Schools must seriously investigate any complaints of bullying made by parents or students. If the student has a disability, bullying could be denying a student his or her free and appropriate education or (FAPE), under the IDEA law.
While bullying often impacts individual students, programs must be designed school-wide. School-wide
anti-bullying programs should be conducted that focus broadly on teaching tolerance and understanding, and creating a safe school environment, overall. Current research clearly shows that proactively providing strategies and supports within the context of the school culture can decrease or minimize the need to reactively respond to incidents (National Crime Prevention Council, 2011).  District and building leadership must demonstrate an absolute intolerance for bullying and the entire school community must understand and support this mission. Below are several suggestions:
Create a school-wide no-bullying policy that clearly describes the various forms of bullying, outlines safeguard procedures to be followed when bullying occurs, and articulates consequences. This policy should be shared with parents, and parents should be encouraged to discuss the policy with their children, with or without, an autism spectrum disorder (ASD). The policy should be revisited frequently with students and posted in various areas of the school. The important piece here, it that it get evaluated quarterly.
Address anti-bullying as part of your school-wide positive behavior support program. Establish rules
and post these throughout school. Rules should not be stated simply in negative terms (telling students what not to do), but should tell students how they are to act. Often times, rules are stated using abstract terms, such as, “Respect Others.” Be tangible and measurable, in order help students understand what respect does or does not look like. Teach what respectful behavior looks like, teach how to be respectful, and teach others how to respond to behavior that is not respectful. Again, the key here is, to establish a district-wide Antibullying team or outside provider that is objective in his or her evaluation, so that it can be EVALUATED and assessed quarterly. Highlight
students who have exhibited acceptance toward classmates. Staff should acknowledge random act of kindness by posting notices in central locations. Staff can also distribute reward cards to students when they notice students
treating classmates in a positive fashion.
As a school, identify social skills that are important to focus on. For example, many students lack
problem-solving, negotiation, anger management, and conflict resolution skills.  Choose a social skill of the month. Rehearse with students and continually  coach throughout the month. All district staff should also remember to be a  positive role model for these social skills. Hold meetings in which bullying is
discussed. Allow students to provide examples and discuss how it felt to be bullied. Make sure students know the consequences for bullying. At the same time, make sure they also understand the importance of establishing positive relationships.
Most school districts collect school-wide behavioral data. If there are times or areas of the school where
bullying is more likely to occur, develop a staff safety plan for adult supervision. If recess, passing periods, bus rides, or certain classes are more problematic, work with staff in those areas to identify the signs of bullying. Often times, students are very discrete and bullying may be hard to detect.  Work with staff on strategies and a plan of action. If unstructured times of the day are more problematic, it may mean that more staffing is required during those times.
Create information about cyberbullying that can be sent home to family members and given to
students. Students need to understand that technology allows us to maintain a permanent record. It may be necessary to establish rules for the use of personal technology in the school.
Bullies seek power and attention from bystanders. Empower peers to take action to stop bullying events
by teaching them how to seek help, distract a bully, and advocate on behalf of the target of a bully. Layout a process they can follow if bullying escalates.  Make sure bystanders feel safe reporting students and that confidentiality is respected.
For specific students on the autism spectrum who are potential victims of bullying, I would suggest
the following:

Help students on the autism spectrum clearly discern what bullying is and is not. For some students
on the autism spectrum, it will be helpful to explain in concrete terms since this is HOW THEY THINK on what bullying is by providing specific and concrete examples that do and do not depict bullying. Through the use of social narratives, role playing and coaching, individuals can be presented with real life concrete examples of bullying and teasing, and helped in learning the difference. Realize that it is difficult for many with and without ASD to understand true intentions of others, thus they become afraid and lose trust. However, for
students on the spectrum, it is critical that they clearly understand the differences.

When bullying does occur, a safe person or safe place should be identified for students on the autism spectrum to access quickly. Write out and/or illustrate procedures that students should follow if they believe they are being bullied or if they are in a situation in which they feel uncomfortable or unsafe. Provide opportunities
for students to practice the procedures at various times. It might be helpful to provide a small procedure card for the student to carry in their wallets or book bags.  Another key to safety is to create a community of friends around the student. Students have the potential to become greater victims when they are isolated in the student body. Making sure they are connected to others through informal or formal means may increase their safety. If the hallway or bus stop is problematic, assign other students to be a hall buddy with the person with ASD. The same can be done on the school bus, where bulling is often not reported or documented affectively.
Bullying can heighten child’s anxiety, and cause them to feel unsafe, and thus hinder academic performance. All students, including those on the autism spectrum, have a right to feel safe, feel good about who they are, and get the BEST possible education our teachers can offer them at school. Each of us has a role in making our school a safe and caring environment that fosters learning and positive
social-emotional relationships.

Article readings # 2: EQ VERSUS IQ

EQ versus IQ

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Special Education | By: welch009 (05/18/13) Views: 636

The logical mind brings only half of the picture, so you will never understand the true nature of yourselves or your world if you do not put that partial picture together with the other pieces that exist within your emotional content. It is important to recognise that the logic of the mind will bring you conclusions, whereas the logic of the emotions will bring you Cognition.
IQ versus EQ question has come to existence when Dan Goleman popularised emotional intelligence. Many psychologists will say that IQ by itself is useless unless a person has an equal EQ that allows them to interface with each other. EQ is emotional intelligence quotient and represents  the idea of how well a person can perceive emotions, use emotions, understand emotions, and manage emotions in self and others. EQ is what adds a depth and understanding to the relationships. There is no fixed correlation between IQ and EQ (you can have it equal but it is possible to have a high EQ and low IQ and vice versa).

While IQ can be the central controller, EQ can be imagined as an engineer who knows how to fix these cables when a cord breaks here or there. It adds to the flexibility and speed of recovery from attacks by outside force. This is why you have kind people who are more accepting and forgiving of their partners and have long lasting relationships. When you have 2 people with very high levels of EQ, they can prove to be more stable than others. Not only can they connect, but they understand how to better ensure that they are connected.

Cognitive faculties like knowledge, intellect and understanding are fundamental for decision making and 80% of people depend on these for day to day life decisions. The higher you go on education, more the dependence on cognitive decisions. There comes some point where your decisions start going wrong because pure cognition is not what the life is about. The life is more holistic and cognitive faculties are wrapped around by emotional faculties which go to the core of human mind. The emotional faculties like mindfulness, reflection, self-control, responsiveness, empathy and understanding needs of others etc form the emotional faculties which matter a lot for success in life.
EQ-IQ interface is thus most powerful area of influencing the performance. It inter-relates the cognitive and emotional faculties and competencies for optimising the decision making process and operational performance of a person. It relates to The Law of Attraction, as it is referred to, which has become very popular lately as "The Secret," points out very clearly how "attraction" draws toward us events and circumstances which match the essence of our "feelings" or emotion level, which is another way of saying our "emotional frequency" level.
Our emotions are our life's power and vitality, the "carrier wave" upon which our projected thoughts are sent to create or modify our reality. The more potent our "carrier wave" is, the more quickly and effectively it will affect and transform our reality. - The happier we are the more "attractive" power we have.
Emotional intelligence is considered to play a crucial role in the modern business life. Its principles help in   evaluating and influencing business person’s behaviour, management styles, attitudes, interpersonal skills and potentials and is considered to have great relevance in areas like job profiling, planning, recruitment and selection. Successful business people or managers don’t waste time and energy worrying about being better than someone else, they focus on being the very best version of themselves. Another major advantage of emotional intelligence is that it empowers people and get over the fear and difficulties that they face and which restricts them from moving forward and asking for right kind of help. It also helps in understanding one’s own behaviour as well as relationship with others. Psychological studies have shown that understanding and controlling emotions play significant role in gratifying one’s life and work environment. In a group setting business people with higher EI will be able to influence the emotions of others in such a manner that, they will be able to boost their own as well as their employee’s morale. They understand and believe in motivation and creation. They firmly believe in creating their own destiny, they know that If they don’t, someone else will decide their future and destiny. They stay open to feelings, blend emotions with thinking, reflectively monitor emotions and use these to carve the path of success rather than a cause of discord. They generate new ideas, think in new ways, be creative, enhance “big-picture” thinking and have enhanced decision-making abilities. Life is not about learning how to weather the storm, it’s about learning how to dance in the rain.
People with high EI competencies tend to be more successful professionally and more able to make positive changes at work as they have the ability to process emotional information creatively, particularly as it involves the perception, assimilation, understanding, and management of emotion. They know that the gem cannot be polished without friction, nor man perfected without trials. Skilful pilots gain their reputation from storms and tempests.

Article Readings # 1: WHAT DOES IT MEAN TO BE A TEACHER

What Does It Mean To Be a Teacher

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Essays on Teaching | By: Allen Kushinsky (05/12/13) Views: 1479

“I hate this stupid job!”  I cursed after my elementary students left the classroom. It was the end of another agonizing day at work.  The children had brutally taken advantage of me – just like they had the day before, and the day before that, and the day before that.  I’d been a schoolteacher for a little over a year.  I was a fledgling neophyte: fresh out of college, timid in demeanor, lacking in confidence to project an imperious “teacher-voice,” and devoid of experience to implement effective behavior management.  I wanted out of this career. A year as a teacher was one year too much.  But alas, it was only the end of the first month of school. I leaned back against the chalkboard wall.  My legs buckled with fatigue, and I solemnly slid to the floor.   Burying my face in my hands, I let myself go completely, and cried.  I chose my fate to be a teacher.  And now I would reap the punishing harvest I’d sown.
Then I heard a knock on the door.  Randall, the school director and kindergarten teacher, was standing over me.  He watched me in silence for a few moments, and then pulled up a chair to commiserate.  “You want to talk about it?” he asked softly.
I could have expressed so many raging feelings of stress, pain, resentment, and fear.  But instead all that came out was a peculiar question. “What does it mean to be a teacher?” I muttered between sobs.  And immediately I felt stupid for asking it.  I wished I could take it back and exchange it for a verbal onslaught of woeful complaints to illustrate to Randall just how horrible my day was.  After all I wasn’t in the mood to have a philosophical debate about education.  But it was too late.
I didn’t know that this question – “What does it mean to be a teacher?” – would alter my life forever.  I didn’t realize that by asking it, I would activate the first turning of the wheels that would carry me through a prosperous and rewarding teaching career. Randall began: “Deciding to become a teacher to educate school children is like deciding to become a doctor to cure sick people.  You would have to be utterly insane to endure the pain and heartache that come parceled with both professions.”
I felt even more hopelessly defeated, completely let down by Randall’s response.  How could he say such a thing?  Was it really true that teachers’ lives always suck?  Were teachers really destined to forever endure the punishing stress of their career?  I felt a wave of anger surge across my face.  My head trembled with frustration.  I wanted to cry out, “Then why am I here?!  I want to go home!  I’m tired of this!  I’m a failure! I can’t do this anymore! I made a mistake!  It was all just a big mistake!”
But Randall just smiled at me with sterling affection.  “You would be crazy to be a teacher,” he repeated.  “Unless…” He paused again to let it sink in.  “Unless what?”  I wanted to whine, but I kept my mouth shut.  “Unless you truly do it out of love, compassion, and care for the children.”  His empathic smile turned into a victorious grin, as if he was already convinced that that was all he needed to say to change my mind.
He was right. Five years later, I am still a teacher.  I love my job.  And I already know that I will love it more and more as I continue to innovate my craft.  Since the episode with Randall, I’ve done a lot of personal reflection, tackling all kinds of self-inflicted inquiries such as: Why did I react to the students in that way? What did or didn’t I do well today, and why? How did students respond to the lesson today? What evidence do I have that my students are learning?
The point I am making here is simple: reflect on your actions and…oh the places you’ll go!  I’ll let Dr. Suess finish it for me: “You're off to Great Places! Today is your day! Your mountain is waiting, so get on your way!"

Statement of my Philosophy on Education and Teaching

MY PERSONAL PHILOSOPHY ON EDUCATION AND

 TEACHING 

Education is a form of learning. It is as vital as life itself, for without education, I believe that there would be no community of people, no goals and aspirations in life, everybody would be illiterate and primitive about our world and how it works. I do believe that education is the best way to uplift ourselves. All these things are what made teaching a crucial task. Teachers as a person in-charge of the education of the young plays a vital role in making every society liveable.

I consider teaching as a calling of not just the mind but the heart as well. It has a far-reaching influence on the society. I believe that teaching is a valuable career because it is the source of all professions. It is the root cause of all progress. It can give impact on the "CHANGE" in the society.

In my years of teaching experience, I always made it a point to integrate moral and spiritual values in all my subjects taught. I want my students to be fully equipped with the necessary concepts as well as values and principles needed for them to have a really productive and responsible life. This has been a challenge for me every time I stand up and face my students in the classroom. I always wanted to leave a mark not just in their minds but most importantly in their hearts. As a teacher this has been my commitment to my students, 'to do everything that I'm humanly possible to help them find their true selves and be the best of what they can be as individuals'. The only memory that I want my students to remember me is that I made a candle out of myself for them, consuming itself to give light or to light the way for others.   

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