The Frog in the Well

There was a frog that lived in a shallow well.

" Look how well off I am here ! " he told a big turtle from the Eastern Ocean. " I can hop along the coping of the well when I go out, and rest by a crevice in the bricks on my return. I can wallow to my heart's content with only my head above water, or stroll ankle deep through soft mud. No crabs or tadpoles can compare with me. I am master of the water and lord of this shallow well, What more can  a fellow ask ? Why don't you come here more often to have a good time ? "

Before the turtle from the Eastern Ocean could get his left foot into the well, however, he caught his right calw on something. So he halted and stepped back then began to describe the ocean to the frog.

" It's more than a thousand miles across and more than ten thousand feet deep. In ancient times there were floods nine years out of ten yet the water in the ocean never increased.

And later there were droughts seven years out of eight yet the water in the ocean never grew less. It has remained quite constant throughtout the ages. That is why I like to live in the Eastern Ocean. " 

Then the frog in the shallow well was silent and felt a little abashed.

Speech Communication Process

“The words you speak are reflections of your personality.”Anonymous

Man is a social being. Each has to get along with people every day. It is your ability to communicate that makes you different from all other living things. It is instrument for human interaction. It is your means of understanding, your tool for communicating with your fellow human beings.

 You communicate so much. You listen, speak, read and write every day. Of all these activities, it is in speaking where you are engaged more often. At least 60% of your active hours is spent in speaking. (Tan, 1997). You communicate with your parents, brothers, sisters, jeepney drivers, teachers, classmates and friends. For example, you start your day by asking allowance from your parents. In school, you ask your classmates some assistance in mathematics. Inside the classroom, you have to answer the question of your teachers.

Communication, therefore, is indispensible to you. Since communication is very much part of your life, you have to use it effectively.

Functions of Communication

1.        Speech communication connects one person with another.

2.        Speech communication develops high mental processes.

3.        Speech communication regulates speech itself.

4.        Speech communication as an important factor in the preservation of one’s heritage.

Nature of Speech Communication

Latin = communicare- which means to make common

Communication is the process of understanding and sharing meaning. Communication is considered a process because it is an activity, exchange, or set of behavior, not an unchanging static product. It is an activity in which we participate. Communication requires understanding. People involved in communication must understand what they are saying and hearing.

                Communication involves sharing. Sharing is a gift that people exchange. The sharing that occurs in communication is not necessarily a totally positive experience. We must remember that it can also be neutral and even negative. In the process of communication, the object of our understanding and sharing is meaning. The term meaning refers to that which is felt to be significance of something and is a more accurate and useful description of the object of communication.

Characteristics of Speech Communication

1.        Speech is Purposive

2.        Speech Communication involves Interaction

3.        Speech Communication is Transitory

4.        Speech Communication occurs in Specific Settings

5.        Speech Communication is Influenced by the fields of Experience of the Speaker.

6.        Speech Communication does not contain the Usual Cues of Writing.

Types and Level of Communication

1.        Intrapersonal Communication Process

This refers to the communication process that operates within the communicator. This range from simple thinking, meditating, reflecting or talking to oneself.

2.        Interpersonal Communication

This is the transactional process of exchanging a message. This is between people. This usually but not always, occurs face to face.

a.        Dyadic Communication

b.        Small Group Communication

c.        Public Communication

Communication Process and the Key Elements:

A. Sender – The communicator or sender is the person who is sending the message. There are two factors that will determine how effective the communicator will be. The first factor is the communicator’s attitude. It must be positive. The second factor is the communicator’s selection of meaningful symbols, or selecting the right symbols depending on your audience and the right environment.

Question: Name some of the ways we communicate.

B. Message – A communication in writing, in speech, or by signals

C. Receiver – The receiver is simply the person receiving the message,

making sense of it, or understanding and translating it into meaning. Now think about this for a moment: the receiver is also a communicator. How can that be? (When receiver responds, he is then the communicator.) Communication is only successful when the reaction of the receiver is that which the communicator intended. Effective communication takes place with shared meaning and understanding.

D. Feedback – Feedback is that reaction I just mentioned. It can be a verbal or nonverbal reaction or response. It can be external feedback (something we see) or internal feedback (something we can’t see), like self-examination. It’s the feedback that allows the communicator to adjust his message and be more effective.Without feedback, there would be no way of knowing if meaning had been shared or if understanding had taken place. Communicating is not an isolated series of one skill, it involves several skills. For example, speaking involves not only getting your message across but also being able to listen and understand what others are saying (active listening) and observing the verbal and nonverbal clues in order to monitor the effectiveness of your message.

Barriers of Communication

Have you ever been talking to someone and they misunderstand what you were saying? Why do you think that happens? (Give learners the opportunity to share their experiences.) At any point in the communication process a barrier can occur. Barriers keep us from understanding other’s ideas and thoughts. Barriers can appear at any point of the communication  loop.  There are two types of barriers—internal and external. Examples of internal barriers are fatigue, poor listening skills, attitude toward the sender or the information, lack of interest in the message, fear, mistrust, past experiences, negative attitude, problems at home, lack of common experiences, and emotions. Examples of external barriers include noise, distractions, e-mail not working, bad phone connections, time of day, sender used too many technical words for the audience, and environment. Barriers keep the message from getting through. When communicating, watch out for barriers. Monitor the actions of the receiver. Watch her body language; check to make sure the message the receiver received is the one sent—ask questions and listen.

Environmental factors

Communication can be influenced by environmental factors that have nothing to do with the content of the message.  Some of these factors are:

• the nature of the room, how warm it is, smoke, comfort of the chair, etc
• outside distractions, what is going on in the area.
• the reputation/credibility of the speaker/writer.
• the appearance, style or authority of the speaker.
• listener's education, knowledge of the topic, etc.
• the language, page layout, design of the message.

People remember:

• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 40% of what they hear and see

"Good Riddance"

Another turning point, a fork stuck in the road
Time grabs you by the wrist, directs you where to go
So make the best of this test, and don't ask why
It's not a question, but a lesson learned in time

It's something unpredictable, but in the end it's right.
I hope you had the time of your life.

So take the photographs, and still frames in your mind
Hang it on a shelf in good health and good time
Tattoos of memories and dead skin on trial
For what it's worth it was worth all the while

-Green Day-

Is the Philippines ready for K+12?

The current System of Education in the Philippines is in the brink of extinction, for a new Education System is being proposed. The existing system of 6 years in Elementary, and 4 years in Secondary before entering Tertiary is being challenged. In fact, a major reform in the Education System is on the horizon, and this shall radically change the way Filipinos are educated.

Many queries arise because of the new system. Students, parents and even educators doubt the effectiveness of the K+12. Contrarily, the Department of Education does not want to be stopped and is determined to pursue the program. On a reform as massive as this, it is expected that the opinions of the people are divided; after all, it depends in the K+12 on how the Education of the country will progress.

It is proper then that the public be educated about the issue. Parents must know about this because in it depends the Education of their child; students must know about this because in it depends the way on how they would be educated; and educators must know about this because in it depends how they’ll educated the students.

The purpose of this essay is straightforward: to inform the public about the issue and present my arguments regarding the K+12. I will embark upon the effectiveness of the implementation of K+12, not necessarily the effectiveness of K+12 as a system. In Education lies the future of a society; it is appropriate then that the students be educated properly, because their individual as well as societal growth depends in it.
What is K+12 and why would we implement it?

Read more

Glee Blog

click here for downloads GLEE

Approaches in Second Language Acquisition

Click the link to view the "Principles and Practice in Second Language Acquisition"

Barriers to Language Learning and Acquisition

Learning a second language isn’t easy. There is a lot that can get in the way.  It isn’t as automatic or sure as we’d suppose.  Depending on the person, there can be some high barriers to learning another language.

I’m teaching a unit on this in a certificate course and thought I’d make my own list. (yes, could have flipped open my Gass and Selinker but then I wouldn’t be learning anything, would I!?) I’d love it if you could read and add something I missed or tell us which you think is the most important to spend time diminishing. I put them into 5 categories.

Barriers to Language Acquisition and Learning

Social

- peer group
- socio-economic status
- L1 education and literacy
- parental/family support
- access and support

Psycho / Emotional

- affective factors (anxiety, social bias)
- self belief
- motivation (low intrinsic and extrinsic forces)
- attitude towards language and learning
- social disposition / character

Biological

- psycho motor skills
- cognitive functioning
- L1 development / childhood developmental factors
- physical impairments (deaf, blind etc…)
- psychological fitness
- age and health

Pedagogical

- type and method of instruction
- improper materials and curriculum
- little access to input (native speakers / audio material)
- school and classroom culture
- lack of learning skills, strategies
- teacher/student relationship
- planning and use of time

Cultural

- language transfer and interference (L1-L2 closeness)
- cultural values regarding risk taking, openess
- government policy and investment
- dislocation, movement, war

Rubric ( Email Dialog/ Web Blog)

The Secret Circle

 

Set in the fictional town of Chance Harbor, Washington, the series revolves around six teenage witches who form an infamous coven known as 'The Secret Circle'.

Cassie Blake is a sixteen-year old troubled teenager who is learning to adjust to her new life in Chance Harbor, after the tragic death of her mother, Amelia. Orphaned and deeply saddened, Cassie moves in with her warm and loving grandmother, Jane. After being enrolled into a local high school, Cassie comes into contact with five unlikely friends, Adam, Diana, mean-girl Faye, her sidekick Melissa, and a brooding loner Nick. After her new friends explain that they are all descended from a powerful lineage of witches, and that they need her in order to complete their circle, Cassie refuses to believe them - until Adam shows her how to unlock her magical powers. However, it isn't until Cassie discovers a message from her mother in an old leather-bound book of spells, that she understands her true and dangerous destiny. What Cassie and the others don't yet know is that darker powers are at play, powers that might be linked to the adults in the town, including Diana's father and Faye's mother - and that the death of Cassie's mother might not have been an accident.

www.cwtv.com/shows/the-secret-circle

The Walking Dead Season 2

This is one bloody season you shouldn't dare miss. If your hearts screamed in season 1, well, they will burst this time. I am already at the 3rd episode for this season and I'm telling you it's worth the shout. This second season begins with Grimes and the survivors choosing to leave Atlanta to the walkers and head to Fort Benning. Along the way, they come across a traffic jam of vehicles on I-85. The group loots several vehicles and hide as walkers approach; Sophia runs off into the woods. The remaining group deals with interpersonal relationships while a search is performed. The searchers come across a deer and Carl is shot when he approaches. They need to save two kids. And they don't have a choice. 

Alone

From childhood's hour I have not been
As others were; I have not seen
As others saw; I could not bring
My passions from a common spring.
From the same source I have not taken
My sorrow; I could not awaken
My heart to joy at the same tone;
And all I loved, I loved alone.
Then--in my childhood, in the dawn
Of a most stormy life--was drawn
From every depth of good and ill
The mystery which binds me still:
From the torrent, or the fountain,
From the red cliff of the mountain,
From the sun that round me rolled
In its autumn tint of gold,
From the lightning in the sky
As it passed me flying by,
From the thunder and the storm,
And the cloud that took the form
(When the rest of Heaven was blue)
Of a demon in my view.

by Edgar Allan Poe

Eng 103 First Assignment

Campus Journalism
Answer the following in a short-sized bond paper

      

1.    What is Media? Media Education?

2.       How is Journalism defined?

3.       Prepare a concept map on the functions of the Campus Paper to the students and the school or community.

4.       Bring 2 sample copy of a school paper. One, published 5-10 years ago. The other, a recently published paper.

See you November 12, 2011 @ NAC 102, 12n

Eng 111 First Assignment

Theatre and Drama

Research on the following topics

Kahal--------Ancient Greek

Bernardo---Roman

Yasay-------Medieval

Tolentino---Renaissance

Gonzales--Neo-Classical

 -Prepare a brief timeline of the most significant events that took part of this period.

2.      - Bullet the characteristics of their drama in this era

3.     -  Identify the most important plays and playwrights.

4.      - Prepare a synopsis of one drama during the era and brief information about it.

5.      - Be prepared to present your topic to the class on November 12, 2011. Prepare and photocopy your cheat-sheets to be distributed to the entire class.

Teaching Reading

Here is a website helpful for teachers who want to vary their activities when teaching reading.
www.teachingideas.co.uk




The sun did not shine. It was too wet to play.
So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, "How I wish we had something to do!"
-from The Cat in the Hat by Dr. Seuss -

SV Agreement; Collective Nouns, Amounts, and Numbers of

(I hope that this will clarify things regarding the right agreement to use)

Collective nouns denote a group of people or things;  like choir, family, herd, team, majority, etc.  And even though it suggests more than one person or thing it can be singular or plural depending on how it’s used in a sentence.  And that’s where it gets tricky.

The verb has to be singular if the collective noun is referring to a group or unit.  The verb has to be plural if the collective noun is referring to individuals.

Examples:
The class is in session. (The class is referring to the whole group so we have a singular verb.)
The class are taking their tests today. (The class in this sentence is referring to each member as an individual so it uses a plural verb. This sentence appears to read wrong at first, but if you stop to think about it, it’s correct in the form it takes.)

When it comes to writing amounts such as measurements, weights or dollar amounts they usually have a plural form but are usually considered to be a singular unit and should take a singular verb.

Examples:Ten dollars is the entry fee. (Ten dollars is considered one amount of money)Six months is needed to complete the assignment. (Six months, in this sentence, is one period of time.)

Ten dollars were tucked in the mattress.  (In this sentence, ten dollars is considered to be ten individual dollars and not a single unit)Six months have passed since the assignment. (In this example, six months is considered six individual months)

If we need to write fractions or percents we need to have the verb agree with the object of the preposition that follows the subject.

Examples:
Three fourths of my salary goes to taxes.
Three fourths of the juniors are going to the dance.

We find another problem when we need to write phrases like “a number of” or “the number of”, and while they are similar in nature, one needs a singular verb and the other needs a plural verb.

“The number of” requires a singular verb and “A number of” requires a plural verb.

Examples:The number of musicians signing to record labels increases each year.A number of musicians intend to get a contract deal each year.

(for more  review check this website 

ENG 119

Creative Writing

TASK 1: Constructing Writing Prompts

Formulate 5 writing prompts to be used in your English writing class. Make sure that your instructions are concise, and your target skill to be developed is clear. Post your writing prompts on your blogs before August 20, 2011.

TASK 2:

Research the internet on strategies on teaching poetry to students. Discuss these tips in your own words and post them on your blog before August 23, 2011

TASK 3:

Poetry Writing

Construct a free verse poem about any topic and post it on or before August 23, 2011. 

ENG 102

Teaching of Reading and Listening

TASK 1:

Research one article on teaching of listening from the internet.

Write your learning insights about the write-up. Post your entry on or before August 20, 2011.

TASK 2:

Research from the internet a strategy on teaching of listening. Discuss on your blog how this strategy can be implemented in an English class. Post your entry on or before August 25, 2011. 

ENG 3B-Assignment 1

ENGLISh 3B - Interactive English
Assignment No. 1


1. How do you define Communication?
2. Identify and discuss the Functions of Communication.
3. Illustrate and discuss David Berlo's Communication Model.


Assignment will be due on June 27, 2011. Write all answers in 1 whole sheet of paper. 

ENGLISH 119- Long Quiz No. 1

ENGLISH 119- Creative Writing 

Long Quiz No. 1

1. Discuss the purpose of Creative writing in Education.

2. Explain one Developmental Stage in Writing and dioscuss how the teacher is influential in the specific stage.

3. Using a concept map, compare and contrast two approaches to Teaching Writing. Use only bullets to answer the map.

 

Deadline for the Long Quiz will be on Friday, June 24, 2010 together with the first blog entry.

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here's a cool website i found recently. it captures every man's imagination of wild art.
lunaticadesnuda.blogspot.com