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I’m turning over a new leaf here at Domuschola International School beginning with a training on “Making the #PYP Happen”. Before starting anything, I believe that it’s good to have a clear objective of what you want to achieve. It gives me a clearer vision of what I would like to focus on. Today, my challenge as I observe teaching and learning PYP in the classroom is to make my thoughts and ideas (which I’ve been earnestly doing for the last three days) into concrete experiences .
Having said that, imagine my surprise when I entered the fourth grade classroom…
I know I haven’t been posting for ages but I expect that to change pretty soon given my new job. Hence, I am starting my mid-year resolution by sharing this fun run called #Run4Unity2015 organized by Young Ones for Unity (ages 10-17 years old) of the Focolare Movement, a Catholic Movement.
The first term of class is nearing its end and everyone in school are busy with the overwhelming amount of requirements: tests, reports, grades. Argh!!! The precipitous weather is also not helping. Then October hits and though World Teacher’s Day is a fairly new holiday to celebrate it is indeed a welcomed one for all the teachers who work beyond the call the duty, stay beyond the regular working hours and prepare beyond the normal work load.
I have a gazillion things to do but I find myself at MOA Arena joining hundreds and hundreds of teachers from all over the Philippines celebrate one of the biggest teachers Grand Gathering in the country – Gabay Guro 2014.
What is Gabay Guro?
OVERVIEW of the Conference
Adapted physical education is vitally importantly to the quality of life for students with special needs (CSN). Providing safe and successful experiences and meeting the unique needs of CSN through PE will enhance self-actualization, including the development of abilities in psychomotor, cognitive, and affective domain.
Take advantage of numerous strategies in the implementation of adapted physical education (APE) including the efficacy of aquatic therapy and development and appreciation of sensory diets. Learn the latest issues in APE and sport and come with in-depth take-home materials, Network with other professionals, refresh your existing skills and learn new ones…, and stay up to date on the latest evidence-based research on APE.
Lastly, join coaching educators from across the country to discuss and debate how we can develop a more strategic, integrated, and aligned system of athletes and coach development, share best practices, the latest research and other ideas in coaching and coaching education.
OBJECTIVES of the conference
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“TESDA Graduates are half-baked.” For me, these words are a red flag that means something is amiss. My curiosity as to why Mr. Tony Galvez, CEO & President of Tony Galvez School of Cosmetology, can give such a strong statement about TESDA graduates led me to stay and listen to what he has to say about TVET with an open mind.
However, first let’s answer the question, “what makes a technical-vocational education (TVET) graduate “fully baked?” Mr. Galvez showed me this Philippine Qualifications framework (PQF) to explain his point.
What does this PQF mean to TVET?
I am reading this really interesting book about Cognitive Therapy: 100 Key Points & Techniques and I want to share them to all of you. It will be a summary of the keypoints which I find most useful to me as a special education teacher.
First, let’s start with some key definitions.
What is cognitive therapy?
It is an approach within the cognitive behavior therapy that seeks to improve how a person is feeling by helping them identify, examine and modify their thinking that is causing them anxiety, sorrow or pain.
Cognitive Therapy was developed by Aaron T. Beck, an American psychiatrist, at the University of Pennsylvania in the early 1960s. This approach initially focused on the treatment for depression but CT appears to be applicable also in different disorders including phobia, anxiety, substance abuse, personality disorder, OCD, PTSD, and bipolar disorder. It can also be used for adolescents and older people.
Here is the first 11 Keypoints listed in Michael Neenan and Windy Dryden’s book “Cognitive Therapy: 100 Keypoints & Techniques”.
Last Monday, several people gathered at Ramon Magsaysay Foundation to listen to Mr. Mahabir Pun talk about the use of ICT in inclusive education. He also narrated his experiences and challenges as the “Father of Internet in Nepal”.
As an educator, when I listen to inspiring speakers share about their life, I always look at how I can use what I learned from the talk in connection to providing quality education for all. My guide questions are “what should I take in from this experience?” and “how would my life be different from it was before after this talk?”. It didn’t dawn on me until the very end what inclusive education meant in a broader perspective. That proved to be my major blunder.
Only after the actual talk did I I realize I have been limited by my own knowledge. How? Why? These are my reasons:
What is ICTED or International Conference on Teacher Education?
According to ICTED‘s site, “The International Conference on Teacher Education (ICTED) is a biennial event sponsored by the College of Education of the University of the Philippines, Diliman. The conference serves as a venue for sharing ideas among academicians, educationists, teacher educators, teacher-practitioners, school administrators, and policymakers on how teacher education can best serve society.“
This year’s conference, which has for its theme “Diversity in Education: Perspectives, Challenges and Collaborative Actions”, will be held at Quezon City, Philippines on August 21-23, 2014. ICTED 2014 presents an excellent opportunity for teacher educators and practitioners to exchange global views and experiences in addressing diversity and sharing best practices in teacher education.
- To serve as venue for international exchange of research that elucidates and informs about the perspectives, challenges and collaborative actions on diversity of education
- To strengthen professional collaboration through educational research, exchange fellowships and other learning opportunities and scholarships
- To initiate and promote cross-cultural research collaborations and partnerships among teacher education institutions
- To identify models of the teacher education programs that demonstrate university-school-family-community collaborations to improve student learning
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