Monday, April 27, 2009
Lesson Plans
Lesson Plan
I. Objectives
At the end of the period, the students must be able to do the following:
Focus Skill:
define the nature and identify non-verbal communication
Supportive Skills:
recognize the difference between non-verbal and verbal symbols
describe the main features of non-verbal communication
states the function of non-verbal communication
characterize the types of non-verbal symbols
II. Subject Matter
Subject: Non-Verbal Communication
References: Speech for Effective Communication
by Mely M. Padilla, Ligaya C. Bicomong Hilaria P. Dato-on
Ma. Anniedith B. Rosario and Leticia L. Sabornido
Materials: Speech Communication Textbooks
Video Presentation of Non- Verbal Communication Samples
Audio Presentation of Paralanguage Samples
PowerPoint presentation with animated pictures of Non-verbal Symbols
III. Procedure:
A. Motivation:
Before the lesson proper the class will do a brief charade competition about famous movie and song titles. So, the teacher will do the following:
a. divide the students into two groups.
b. ask for two volunteer representatives from each group
c. toss a coin to determine which will be the first to act
d. let the representative pick his/her chosen title in the fish bowl
- the movie title and song title choices are the following:
• A Walk to Remember (movie)
• Titanic (movie)
• Lord of the Rings (movie)
• Around the World in 80 days (movie)
• Million Dollar Baby (movie)
• All you need is Love (song by Beatles)
• All by Myself (song by Celine Dion)
• If I were a Boy (song by Beyonce Knowles)
• When you’re Gone (song by Avril Lavigne)
• Don’t cry for me, Argentina (song by Madonna)
The students will be given:
a. 30 seconds for preparation
b. 2 minutes for the actual charade contest (the representative will act without words and his/her group mates will guess the movie or song title)
After two rounds the group who’ll guess correctly and do the stimulation faster will win additional 2 points in the examination/ quiz.
The teacher will call five students about their observation in the said activity including the actors’ way of communicating the answers to the class.
B. Lesson Proper:
1. After the activity, the teacher will reveal the topic for the day which is Non- Verbal Communication and its connection to the charade.
2. The teacher will ask for at least 2 students to give the meaning of Verbal Communication
3. The teacher will show 2 pictures which show the verbal communication (a picture of a man talking) and non-verbal communication ( a picture of a man nodding)
4. At least 2 students will be asked about the differences of the pictures.
5. The formal definition and nature of non-verbal communication will now be revealed
6. The students will be asked of the basic characteristics of non-verbal symbols that they notice.
7. Using the PowerPoint presentation with animated pictures, video and video presentation of samples, the teacher will try to answer and explain the following questions with class participation through recitation:
What is the function of Non-Verbal Communication?
What are the types of Non-Verbal Symbols?
What is Kinesics and its examples?
What is Paralanguage and its examples?
What is Haptics and its examples?
What is Proxemics and its examples?
What is Chronemics and its examples?
What is Personal Appearance and its examples?
C. Application
After the discussion of the significance, types, examples and characteristics of Non-Verbal Communication, the class will be doing the following activities:
1. Pantomime
- The class will be asked to form a group of six and prepare a pantomime of 5-10 minutes. After the presentation of each group, the rest of the class will interpret it.
- If all the six groups were done, the teacher will ask the following questions to each group leaders:
o What problems did you encounter in the preparation and presentation of pantomime?
o In the interpretation of each pantomime?
o What do you think is the reason?
2. Narration with Non-Verbal Symbols
- Form another group of six and sit in a circle. In five minutes, each of the group members should think of terrifying, funny, embarrassing or
disgusting incident that happened to their life in the past.
- When all the group is ready, each member is to narrate what he/she
prepared. During each narration, the rest of the members must ob-
serve and record the narrator’s use of non-verbal behavior.
- After all of the narration, volunteer members will report their findings to the class.
- The teacher will post the following questions:
o Does the non-verbal behavior help strengthen or weaken the meaning of the verbal symbols? Why?
D. Generalization
To end the discussion, the teacher will briefly summarize the following:
Non-verbal Communication consists of all the elements of communication other than words.
The characteristics of non-verbal communication are the following:
- Non-verbal communication gives hints of how people feel
- Non-verbal communication makes it impossible for people not to communicate
- Non-verbal communication primarily involves attitudes not ideas
- Non-verbal communication provide clues not facts
- Non-verbal communication provides much more information than verbal communication
Functions of Non-Verbal Communication
- Complementing
- Contradicting
- Accenting
- Substituting
- Regulating
- Repeating
Types of Non- Verbal Symbols
- Kinesics ( Body Motions)
- Paralanguage ( Use of Voice)
- Haptics ( Use of Touch)
- Proxemics ( Use of Space)
- Chronemics ( Use of Time)
- Personal Appearance
IV. Evaluation:
In a one whole sheet of yellow paper, the teacher will ask the students to answer the following questions (each will be worth 5 points):
What is Non- Verbal Communication?
What is the difference of Non-Verbal and Verbal Communication?
Discuss the importance of Non-Verbal behavior in a communication.
Discuss the types of Non-Verbal Behavior and give examples.
V. Agreement/ Assignment:
As an assignment for next meeting, the teacher will require the students to watch a film or television show and turn off the volume at one point for about 10-15 minutes. The students will try to guess the messages being communicated by the characters through their non-verbal communication behaviors within those minutes. They will need to write down their findings and observations in one-half crosswise yellow paper and to be submitted and discussed next meeting.
Lesson Plan
Assignment last meeting: Read the short story "The Gift of the Magi" by O. Henry
I. Objectives
At the end of the period, the students must be able to do the following:
Focus Skill:
restate the gist of the short story
explain how the plot of the story reveals the theme
interpret the author’s purpose in writing the selection
analyze the characters and different situations in the plot of the story
to empathize with the feelings of the main characters
Supportive Skills:
define irony and recognize
explain examples of irony
review sentence structure
dramatize a scene from the story
II. Subject Matter
Subject: "The Gift of the Magi" by O. Henry
References: http://www.eastoftheweb.com/short-stories/UBooks/GifMag.shtml or
http://www.shmoop.com/intro/literature/o-henry/the-gift-of-the-magi.html
Materials: Copy of the Short Story "The Gift of the Magi" by O. Henry
III. Procedure:
A. Motivation:
Before the lesson proper, the teacher will ask the students to write in a one whole sheet of paper a short essay describing the possession that means the most to them. They should include an explanation of the reasons for its importance and what it would take for them to part with this possession.
After that, the teacher will call at least two students to read their essay in front of the class.
B. Lesson Proper:
1. After the activity, the students will now give 5 minutes to read again the short story “The Gift of the Magi” silently.
2. After reading it, discuss the story by letting the students answer the following orally:
• Describe Jim’s age and appearance. [thin, serious, poor]
• Discuss what Della has done and why.[cut her hair, sold it to get enough money to buy Jim a Christmas gift]
• How does the reader know that Della is nervous? [silent prayers that Jim still thinks she is pretty]
• What is Jim’s reaction when he first sees Della? [eyes fixed on her, staring, peculiar, speechless]
• What is Della’s reaction? [thinks her short hair makes her unattractive]
• Who are the Magi and what did they do?[the three wise men who visited the Baby Jesus bringing gifts]
• What is Jim’s gift to Della? [expensive tortoise hair combs for long hair]
• Why is the name of Della’s gift capitalized? [She worshiped the combs; owning them would be an impossible dream]
• Why had Jim been unable to speak when he entered the room? [Della would now have no use for the combs]
• What is Della’s gift for Jim? [watch fob; Jim needed a proper chain for his pocket watch]
• Why can’t he use it? [He sold his watch for the combs]
• What makes these gifts so valuable? [each sacrificed something of great value for the other]
• Why are these like the gifts of the Magi? [gifts of love and sacrifice]
3. The teacher will ask the class if anyone knows what irony is.
4. Give the definition of irony.
5. Explain that there are at least three types of irony and write them on the board as the teacher define each type.
• Verbal-When what someone says something different from what they really mean, or something different from what would be the expected statement in that particular situation. This includes both sarcasm (for example, if your little brother is sitting on the couch scowling because he doesn't want to go out to dinner. And you say, with a smirk, "I'm glad to see you're so happy about going to dinner.") and verbal irony that is not sarcastic (for example, if a grieving widow says at her husband's funeral: "He would have loved to be here for this."
• Situational-When the outcome of a situation is totally unexpected and not anticipated based on earlier events. For example: if a championship swimmer drowns, or a firehouse burns down.
• Dramatic-When the audience or reader knows something that the characters do not, something which adds suspense or humor. For example, if the audience knows that Juliet only drank a sleeping potion and is not dead but Romeo doesn't know.
6. Ask students which type(s) of irony might apply to "The Gift of the Magi." Have them write down their answers and explain using proof from the text.
7. Discuss the correct answers. Although students may have correctly identified one or all three types of irony in the story, make sure to discuss at least the situational and dramatic irony therein.
C. Application
The teacher will ask the class to group themselves into three members. Tell them that they should make up and write down at least three examples of each type of irony for 30 minutes. After that, they will act one per each type of Irony in front of the class.
D. Generalization
To end the discussion, the teacher will briefly summarize the following:
Irony is an implied discrepancy between what is said and what is meant.
Three kinds of irony:
- Verbal irony is when an author says one thing and means something else.
- Dramatic irony is when an audience perceives something that a character in the literature does not know.
- Irony of situation is a discrepancy between the expected result and actual results.
IV. Evaluation:
The teacher will ask the student to write their own reflection regarding the short story “The Gift of the Magi” by O. Henry in a one whole sheet of paper.
V. Agreement/ Assignment:
As an assignment for next meeting, the teacher will ask the students to explain irony to someone in their home. Let them ask if they've encountered any ironic situations lately. If they have, the students need to write it down in a bond paper and share it with the class next meeting.
Lesson Plan
I. Objectives
At the end of the period, the students must be able to do the following:
Focus Skill:
Identify and distinguish the differences between the levels of communication.
Supportive Skills:
Apply and relate the levels of communication to everyday life.
II. Subject Matter
Subject: Levels of Communication
References: Speech for Effective Communication
by Mely M. Padilla, Ligaya C. Bicomong Hilaria P. Dato-on
Ma. Anniedith B. Rosario and Leticia L. Sabornido
Materials: Speech Communication Textbooks
Video Presentation of the four levels of communication
PowerPoint presentation of the four levels of communication
III. Procedure:
A. Motivation:
The teacher will show a video presentation and pictures of the following:
o A scene in the movie of “The Secret Life of Walter Mitty” in which he is having his daydreaming.
o A scene in which two lovers are chatting on the phone.
o A corporate meeting
o Debater delivering his speech in the public
The teacher will ask at least 3 to 5 students to tell their observations about the clips.
B. Lesson Proper:
1. After the activity, the teacher will reveal the topic for the day which is Levels of Communication and its connection to videos shown a while ago.
2. The teacher will discuss the lesson by posting the following questions with the help of a PowerPoint presentation.
- What are the four levels of communication?
- What is Intrapersonal communication?
- What is Interpersonal communication?
- What is Group Conversation?
- What is Public Communication?
- Compare and contrast the four levels of communication.
C. Application
The teacher will ask the class to create their thoughts silently in the following given intrapersonal situations.
• Your strict parents require you to be home at 9:00 pm everyday. You want to attend your classmate’s birthday party from 5:00 to 10:00 pm. Plan how you will ask permission from them.
• You are going to be very late for your first class. Think of what you will say to your teacher.
After doing the intrapersonal activity, the teacher will ask the students to get a pair and share their thoughts about the scenario. Now, the pairs will be mixed to other pairs to form a group with 10 members. The group will discuss as a whole. After that, the group will choose one representative to share their final answer in the two given scenarios in front of the class.
After all the representatives’ speech, the teacher will ask the students to identify the levels of communication in the said activity.
D. Generalization
To end the discussion, the teacher will briefly summarize the following:
There are four levels of communication namely intrapersonal communication, Interpersonal communication, Group Communication and Public Communication.
The first level of communication is Intrapersonal Communication which refers to the communication with yourself.
The second level of communication is Interpersonal Communication or dyadic conversation that involves two persons or two groups of people who share the roles of sender and receiver.
Group communication is the third level in which 3 or more people gather publicly or privately to work on a task, to solve a problem or to arrive at a decision.
Public communication refers to the kind of communication when one person delivers his/her remarks to the remaining members called the audience.
It has two characteristics:
unequal amount of speaking
limited verbal feedback
IV. Evaluation:
The teacher will ask the student to write at least 5 situational examples of each levels of communication in a one whole sheet of paper.
V. Agreement/ Assignment:
As an assignment for next meeting, the teacher will ask the class to form 5 groups and prepare a 20 minutes skit where they can possibly show the four levels of communication they’ve learn from the lesson. The skit must revolve around just one topic, not four separate topics for the four communication levels.
I. Objectives
At the end of the period, the students must be able to do the following:
Focus Skill:
define the nature and identify non-verbal communication
Supportive Skills:
recognize the difference between non-verbal and verbal symbols
describe the main features of non-verbal communication
states the function of non-verbal communication
characterize the types of non-verbal symbols
II. Subject Matter
Subject: Non-Verbal Communication
References: Speech for Effective Communication
by Mely M. Padilla, Ligaya C. Bicomong Hilaria P. Dato-on
Ma. Anniedith B. Rosario and Leticia L. Sabornido
Materials: Speech Communication Textbooks
Video Presentation of Non- Verbal Communication Samples
Audio Presentation of Paralanguage Samples
PowerPoint presentation with animated pictures of Non-verbal Symbols
III. Procedure:
A. Motivation:
Before the lesson proper the class will do a brief charade competition about famous movie and song titles. So, the teacher will do the following:
a. divide the students into two groups.
b. ask for two volunteer representatives from each group
c. toss a coin to determine which will be the first to act
d. let the representative pick his/her chosen title in the fish bowl
- the movie title and song title choices are the following:
• A Walk to Remember (movie)
• Titanic (movie)
• Lord of the Rings (movie)
• Around the World in 80 days (movie)
• Million Dollar Baby (movie)
• All you need is Love (song by Beatles)
• All by Myself (song by Celine Dion)
• If I were a Boy (song by Beyonce Knowles)
• When you’re Gone (song by Avril Lavigne)
• Don’t cry for me, Argentina (song by Madonna)
The students will be given:
a. 30 seconds for preparation
b. 2 minutes for the actual charade contest (the representative will act without words and his/her group mates will guess the movie or song title)
After two rounds the group who’ll guess correctly and do the stimulation faster will win additional 2 points in the examination/ quiz.
The teacher will call five students about their observation in the said activity including the actors’ way of communicating the answers to the class.
B. Lesson Proper:
1. After the activity, the teacher will reveal the topic for the day which is Non- Verbal Communication and its connection to the charade.
2. The teacher will ask for at least 2 students to give the meaning of Verbal Communication
3. The teacher will show 2 pictures which show the verbal communication (a picture of a man talking) and non-verbal communication ( a picture of a man nodding)
4. At least 2 students will be asked about the differences of the pictures.
5. The formal definition and nature of non-verbal communication will now be revealed
6. The students will be asked of the basic characteristics of non-verbal symbols that they notice.
7. Using the PowerPoint presentation with animated pictures, video and video presentation of samples, the teacher will try to answer and explain the following questions with class participation through recitation:
What is the function of Non-Verbal Communication?
What are the types of Non-Verbal Symbols?
What is Kinesics and its examples?
What is Paralanguage and its examples?
What is Haptics and its examples?
What is Proxemics and its examples?
What is Chronemics and its examples?
What is Personal Appearance and its examples?
C. Application
After the discussion of the significance, types, examples and characteristics of Non-Verbal Communication, the class will be doing the following activities:
1. Pantomime
- The class will be asked to form a group of six and prepare a pantomime of 5-10 minutes. After the presentation of each group, the rest of the class will interpret it.
- If all the six groups were done, the teacher will ask the following questions to each group leaders:
o What problems did you encounter in the preparation and presentation of pantomime?
o In the interpretation of each pantomime?
o What do you think is the reason?
2. Narration with Non-Verbal Symbols
- Form another group of six and sit in a circle. In five minutes, each of the group members should think of terrifying, funny, embarrassing or
disgusting incident that happened to their life in the past.
- When all the group is ready, each member is to narrate what he/she
prepared. During each narration, the rest of the members must ob-
serve and record the narrator’s use of non-verbal behavior.
- After all of the narration, volunteer members will report their findings to the class.
- The teacher will post the following questions:
o Does the non-verbal behavior help strengthen or weaken the meaning of the verbal symbols? Why?
D. Generalization
To end the discussion, the teacher will briefly summarize the following:
Non-verbal Communication consists of all the elements of communication other than words.
The characteristics of non-verbal communication are the following:
- Non-verbal communication gives hints of how people feel
- Non-verbal communication makes it impossible for people not to communicate
- Non-verbal communication primarily involves attitudes not ideas
- Non-verbal communication provide clues not facts
- Non-verbal communication provides much more information than verbal communication
Functions of Non-Verbal Communication
- Complementing
- Contradicting
- Accenting
- Substituting
- Regulating
- Repeating
Types of Non- Verbal Symbols
- Kinesics ( Body Motions)
- Paralanguage ( Use of Voice)
- Haptics ( Use of Touch)
- Proxemics ( Use of Space)
- Chronemics ( Use of Time)
- Personal Appearance
IV. Evaluation:
In a one whole sheet of yellow paper, the teacher will ask the students to answer the following questions (each will be worth 5 points):
What is Non- Verbal Communication?
What is the difference of Non-Verbal and Verbal Communication?
Discuss the importance of Non-Verbal behavior in a communication.
Discuss the types of Non-Verbal Behavior and give examples.
V. Agreement/ Assignment:
As an assignment for next meeting, the teacher will require the students to watch a film or television show and turn off the volume at one point for about 10-15 minutes. The students will try to guess the messages being communicated by the characters through their non-verbal communication behaviors within those minutes. They will need to write down their findings and observations in one-half crosswise yellow paper and to be submitted and discussed next meeting.
Lesson Plan
Assignment last meeting: Read the short story "The Gift of the Magi" by O. Henry
I. Objectives
At the end of the period, the students must be able to do the following:
Focus Skill:
restate the gist of the short story
explain how the plot of the story reveals the theme
interpret the author’s purpose in writing the selection
analyze the characters and different situations in the plot of the story
to empathize with the feelings of the main characters
Supportive Skills:
define irony and recognize
explain examples of irony
review sentence structure
dramatize a scene from the story
II. Subject Matter
Subject: "The Gift of the Magi" by O. Henry
References: http://www.eastoftheweb.com/short-stories/UBooks/GifMag.shtml or
http://www.shmoop.com/intro/literature/o-henry/the-gift-of-the-magi.html
Materials: Copy of the Short Story "The Gift of the Magi" by O. Henry
III. Procedure:
A. Motivation:
Before the lesson proper, the teacher will ask the students to write in a one whole sheet of paper a short essay describing the possession that means the most to them. They should include an explanation of the reasons for its importance and what it would take for them to part with this possession.
After that, the teacher will call at least two students to read their essay in front of the class.
B. Lesson Proper:
1. After the activity, the students will now give 5 minutes to read again the short story “The Gift of the Magi” silently.
2. After reading it, discuss the story by letting the students answer the following orally:
• Describe Jim’s age and appearance. [thin, serious, poor]
• Discuss what Della has done and why.[cut her hair, sold it to get enough money to buy Jim a Christmas gift]
• How does the reader know that Della is nervous? [silent prayers that Jim still thinks she is pretty]
• What is Jim’s reaction when he first sees Della? [eyes fixed on her, staring, peculiar, speechless]
• What is Della’s reaction? [thinks her short hair makes her unattractive]
• Who are the Magi and what did they do?[the three wise men who visited the Baby Jesus bringing gifts]
• What is Jim’s gift to Della? [expensive tortoise hair combs for long hair]
• Why is the name of Della’s gift capitalized? [She worshiped the combs; owning them would be an impossible dream]
• Why had Jim been unable to speak when he entered the room? [Della would now have no use for the combs]
• What is Della’s gift for Jim? [watch fob; Jim needed a proper chain for his pocket watch]
• Why can’t he use it? [He sold his watch for the combs]
• What makes these gifts so valuable? [each sacrificed something of great value for the other]
• Why are these like the gifts of the Magi? [gifts of love and sacrifice]
3. The teacher will ask the class if anyone knows what irony is.
4. Give the definition of irony.
5. Explain that there are at least three types of irony and write them on the board as the teacher define each type.
• Verbal-When what someone says something different from what they really mean, or something different from what would be the expected statement in that particular situation. This includes both sarcasm (for example, if your little brother is sitting on the couch scowling because he doesn't want to go out to dinner. And you say, with a smirk, "I'm glad to see you're so happy about going to dinner.") and verbal irony that is not sarcastic (for example, if a grieving widow says at her husband's funeral: "He would have loved to be here for this."
• Situational-When the outcome of a situation is totally unexpected and not anticipated based on earlier events. For example: if a championship swimmer drowns, or a firehouse burns down.
• Dramatic-When the audience or reader knows something that the characters do not, something which adds suspense or humor. For example, if the audience knows that Juliet only drank a sleeping potion and is not dead but Romeo doesn't know.
6. Ask students which type(s) of irony might apply to "The Gift of the Magi." Have them write down their answers and explain using proof from the text.
7. Discuss the correct answers. Although students may have correctly identified one or all three types of irony in the story, make sure to discuss at least the situational and dramatic irony therein.
C. Application
The teacher will ask the class to group themselves into three members. Tell them that they should make up and write down at least three examples of each type of irony for 30 minutes. After that, they will act one per each type of Irony in front of the class.
D. Generalization
To end the discussion, the teacher will briefly summarize the following:
Irony is an implied discrepancy between what is said and what is meant.
Three kinds of irony:
- Verbal irony is when an author says one thing and means something else.
- Dramatic irony is when an audience perceives something that a character in the literature does not know.
- Irony of situation is a discrepancy between the expected result and actual results.
IV. Evaluation:
The teacher will ask the student to write their own reflection regarding the short story “The Gift of the Magi” by O. Henry in a one whole sheet of paper.
V. Agreement/ Assignment:
As an assignment for next meeting, the teacher will ask the students to explain irony to someone in their home. Let them ask if they've encountered any ironic situations lately. If they have, the students need to write it down in a bond paper and share it with the class next meeting.
Lesson Plan
I. Objectives
At the end of the period, the students must be able to do the following:
Focus Skill:
Identify and distinguish the differences between the levels of communication.
Supportive Skills:
Apply and relate the levels of communication to everyday life.
II. Subject Matter
Subject: Levels of Communication
References: Speech for Effective Communication
by Mely M. Padilla, Ligaya C. Bicomong Hilaria P. Dato-on
Ma. Anniedith B. Rosario and Leticia L. Sabornido
Materials: Speech Communication Textbooks
Video Presentation of the four levels of communication
PowerPoint presentation of the four levels of communication
III. Procedure:
A. Motivation:
The teacher will show a video presentation and pictures of the following:
o A scene in the movie of “The Secret Life of Walter Mitty” in which he is having his daydreaming.
o A scene in which two lovers are chatting on the phone.
o A corporate meeting
o Debater delivering his speech in the public
The teacher will ask at least 3 to 5 students to tell their observations about the clips.
B. Lesson Proper:
1. After the activity, the teacher will reveal the topic for the day which is Levels of Communication and its connection to videos shown a while ago.
2. The teacher will discuss the lesson by posting the following questions with the help of a PowerPoint presentation.
- What are the four levels of communication?
- What is Intrapersonal communication?
- What is Interpersonal communication?
- What is Group Conversation?
- What is Public Communication?
- Compare and contrast the four levels of communication.
C. Application
The teacher will ask the class to create their thoughts silently in the following given intrapersonal situations.
• Your strict parents require you to be home at 9:00 pm everyday. You want to attend your classmate’s birthday party from 5:00 to 10:00 pm. Plan how you will ask permission from them.
• You are going to be very late for your first class. Think of what you will say to your teacher.
After doing the intrapersonal activity, the teacher will ask the students to get a pair and share their thoughts about the scenario. Now, the pairs will be mixed to other pairs to form a group with 10 members. The group will discuss as a whole. After that, the group will choose one representative to share their final answer in the two given scenarios in front of the class.
After all the representatives’ speech, the teacher will ask the students to identify the levels of communication in the said activity.
D. Generalization
To end the discussion, the teacher will briefly summarize the following:
There are four levels of communication namely intrapersonal communication, Interpersonal communication, Group Communication and Public Communication.
The first level of communication is Intrapersonal Communication which refers to the communication with yourself.
The second level of communication is Interpersonal Communication or dyadic conversation that involves two persons or two groups of people who share the roles of sender and receiver.
Group communication is the third level in which 3 or more people gather publicly or privately to work on a task, to solve a problem or to arrive at a decision.
Public communication refers to the kind of communication when one person delivers his/her remarks to the remaining members called the audience.
It has two characteristics:
unequal amount of speaking
limited verbal feedback
IV. Evaluation:
The teacher will ask the student to write at least 5 situational examples of each levels of communication in a one whole sheet of paper.
V. Agreement/ Assignment:
As an assignment for next meeting, the teacher will ask the class to form 5 groups and prepare a 20 minutes skit where they can possibly show the four levels of communication they’ve learn from the lesson. The skit must revolve around just one topic, not four separate topics for the four communication levels.
When beauty sleeps…
When beauty sleeps…
(A Sleeping Beauty Story)
From end it begins
As dullness fades our felicity
The glowing rage of your caress withers
And covers up into the smiling face of animosity
Somber melodies utter on my flimsy eyes
As I hold on the valediction of the years passing by
The gold of sunshine on my hair vanish
And the lips that shame the red, red rose becomes sluggish
Yes, my name Aurora was after dawn
Yet sunshine impede into glum frown
Yes, your kiss cast the sulky spell of my forever sleep
Yet it didn’t hurl the betrothed nuptial our parents keep
Our love sparkled only at the start
When freeze reaches our impulsive livid heart
When beauty conceals behind my gray cheerless youth
You, my gallant prince Phillip alter evil Maleficent soul
You dumped me into the thick roses of thorns
And pricked my heart into the spinning wheel’s spindle word
Now I’m here again in the castle’s tallest tower
Grasping a filthy rose on my hand put by aunt Merryweather
Sleeping peacefully alone with gloom and agony
But now, without a face that possess my former beauty…
(A Sleeping Beauty Story)
From end it begins
As dullness fades our felicity
The glowing rage of your caress withers
And covers up into the smiling face of animosity
Somber melodies utter on my flimsy eyes
As I hold on the valediction of the years passing by
The gold of sunshine on my hair vanish
And the lips that shame the red, red rose becomes sluggish
Yes, my name Aurora was after dawn
Yet sunshine impede into glum frown
Yes, your kiss cast the sulky spell of my forever sleep
Yet it didn’t hurl the betrothed nuptial our parents keep
Our love sparkled only at the start
When freeze reaches our impulsive livid heart
When beauty conceals behind my gray cheerless youth
You, my gallant prince Phillip alter evil Maleficent soul
You dumped me into the thick roses of thorns
And pricked my heart into the spinning wheel’s spindle word
Now I’m here again in the castle’s tallest tower
Grasping a filthy rose on my hand put by aunt Merryweather
Sleeping peacefully alone with gloom and agony
But now, without a face that possess my former beauty…
Numb Pain
Numb Pain
The hot breeze from molten ball sweeps on my fresh delicate face
It is a gross afternoon of sweat and tears
I, who live now with fame and gold,
Try to reminisce the past that still haunts my very soul
I’m standing in front of this sordid hell-like street of an old place
Waiting for someone whom I know has a space in my memory.
Then the black dirty door of sorrow chokes a messy twelve-year-old child.
He holds a rusty tin can on his violet young wounded hands.
That can. That rusty can for coins
Is my only precious possession before.
I live with it. I worked with it. I cried with it.
I then clearly remember the gloomy day that visits my whole being each dark evening.
The nightmare with bruises and pain from our master Baldo
I always slept with a hard fist directly thumped on my teary eyes
I always slept with an empty stomach and fear behind my gross ‘karton’.
There was a day when I returned to that Hades’ place with an empty can.
My master was in great anger!
He was ready to slam the piece of big wood on his hand to my weak thin being
Yes, I thought it was my end.
But then, Carlito, my feeble yet brave friend, put his body in front of mine.
He received the pain that supposedly for me.
On the first three deadly hits, he almost fell.
I tried to move his body away from that dangerous death
But he stopped me and uttered, “I’ll protect you.”
Silence numbed me with tears and regrets.
This gallant man taught my significance.
Before, I didn’t even bother to ask if he was fine
I just cared for myself.
Not even tried to see who was beside me each scary night.
Who was there for me each tiring days of asking alms
Who was there to save my life and be my hero
And that was Carlito, my knight in shining armor.
I tried to thank him,
But then, I couldn’t hear any words from his lips with dripping blood.
Dying. I shouted for our master’s mercy
But it was too soft to mollify his rage.
He continued the sentence ‘til my savior turned blue and grey.
Tenth hit. Last beat. Last breath.
I could feel the coldness that wrapped me from Carlito’s hug.
“It’s over Carlito.” Silence.
I shook his arms hoping for his response.
But then, all I could see was his livid pale face leaning on my chest.
I whispered his name again hoping for a gleam of hope to see.
But it was really over.
All I could see was a dark image lying on the ground. Lifeless.
I couldn’t do anything but just let my tears fell down.
I was staring and bidding farewell to my hero, my love.
That day of my young grief and sufferings,
Sparked the beginning of standing-up and taking vengeance.
I gave my whole tears, lamentation and blood to double the coins in my rusty tin can.
Coins enough for moving on and walking away from that Satan’s place.
Now, I’m standing with gold and fame, the fruits of my sweats
Here in front of my former master’s territory.
Before, I was afraid and weak to take the war.
But now, I have the courage to face my fear.
It’s my turn to fight for Carlito.
Wait for my revenge ‘til I saw you again master Baldo…
The hot breeze from molten ball sweeps on my fresh delicate face
It is a gross afternoon of sweat and tears
I, who live now with fame and gold,
Try to reminisce the past that still haunts my very soul
I’m standing in front of this sordid hell-like street of an old place
Waiting for someone whom I know has a space in my memory.
Then the black dirty door of sorrow chokes a messy twelve-year-old child.
He holds a rusty tin can on his violet young wounded hands.
That can. That rusty can for coins
Is my only precious possession before.
I live with it. I worked with it. I cried with it.
I then clearly remember the gloomy day that visits my whole being each dark evening.
The nightmare with bruises and pain from our master Baldo
I always slept with a hard fist directly thumped on my teary eyes
I always slept with an empty stomach and fear behind my gross ‘karton’.
There was a day when I returned to that Hades’ place with an empty can.
My master was in great anger!
He was ready to slam the piece of big wood on his hand to my weak thin being
Yes, I thought it was my end.
But then, Carlito, my feeble yet brave friend, put his body in front of mine.
He received the pain that supposedly for me.
On the first three deadly hits, he almost fell.
I tried to move his body away from that dangerous death
But he stopped me and uttered, “I’ll protect you.”
Silence numbed me with tears and regrets.
This gallant man taught my significance.
Before, I didn’t even bother to ask if he was fine
I just cared for myself.
Not even tried to see who was beside me each scary night.
Who was there for me each tiring days of asking alms
Who was there to save my life and be my hero
And that was Carlito, my knight in shining armor.
I tried to thank him,
But then, I couldn’t hear any words from his lips with dripping blood.
Dying. I shouted for our master’s mercy
But it was too soft to mollify his rage.
He continued the sentence ‘til my savior turned blue and grey.
Tenth hit. Last beat. Last breath.
I could feel the coldness that wrapped me from Carlito’s hug.
“It’s over Carlito.” Silence.
I shook his arms hoping for his response.
But then, all I could see was his livid pale face leaning on my chest.
I whispered his name again hoping for a gleam of hope to see.
But it was really over.
All I could see was a dark image lying on the ground. Lifeless.
I couldn’t do anything but just let my tears fell down.
I was staring and bidding farewell to my hero, my love.
That day of my young grief and sufferings,
Sparked the beginning of standing-up and taking vengeance.
I gave my whole tears, lamentation and blood to double the coins in my rusty tin can.
Coins enough for moving on and walking away from that Satan’s place.
Now, I’m standing with gold and fame, the fruits of my sweats
Here in front of my former master’s territory.
Before, I was afraid and weak to take the war.
But now, I have the courage to face my fear.
It’s my turn to fight for Carlito.
Wait for my revenge ‘til I saw you again master Baldo…
Do or die?
“Lois Lane”
Do or die?
Just because of a coin rolling across the streets…
A twenty-five centavos,
My life changed forever.
It ran so hasty like a flash
Events came across too fast
I heard those shouts
Worried? Terrified? Why?
For a coin?
Then, a strong force made my body stiff
My legs felt bruised
I swear,
I saw that scary buzzard at the corner of my eyes
As I heard whispers like buzzing bees around my ears
Then, all things were turn to black
All I can see were red sirens
Blinking around my numb body
And it was all gone…
I open my eyes again and saw a pale skinned blue boy
Propped up by pillows and covered with a sheet up to his waist
Lying peacefully at the bed of white at my side
An innocent prince in his deep slumber
With a placid smile plastered onto his face
Like a frail fighter under mermaid’s spell
We were in a white wide room
With freaky gadgets around us and
Intricate white designs painted and tiled onto the walls and floor
I dare to touch his face
To feel his silent sufferings
But I couldn’t.
I stopped.
My hands? My fingers?
I couldn’t grasp him.
I stared again to the thin creature in my front.
His lackluster nose. His livid cheeks. His pale lips.
I knew it!
Reality stroke me.
Tears fell unconsciously.
Then for once, I heard those buzzing bees again.
Trepidation attacked.
Cold breeze swept my feeble body.
Clouds enshrouds my wits.
Yes,I’m the main actor at my own stage.
The best and most admired.
True friends. Amorous family.
Near ideal life.
That’s all I have.
Perfect Ryoma Echizen of Tenimyu.
They say.
Then, these things happen.
I’m not Ryoma anymore.
Someone played my role for me
At the stage supposedly for mine.
Ryoma, a tennis prodigy,
A fighter. Strong.
But I, now a fragile figure just watching the new Echizen on stage.
Things must be put back.
I faced this wishy-washy young man beside my bed.
Whispering those flimsy words.
“Wake up and stand up!”
One. Two. Three.
I waited.
Four. Five. Six.
I saw bright white ran across my whole being.
A hand offering mine’s.
My mind shouted for rebuff.
But my body spoke another.
I felt cold.
Those deafening buzz, I heard again.
Louder and louder.
Then, a silent shout of my heart tears.
A thread ran across my fingers
Encircling around my thumb.
I heard those growl of thunder from the sky
Rain started to drop.
Seven. Eight. Nine.
Ten. Serenity.
I couldn’t let Charon brought me to Hades.
I couldn’t let worms feasted on my scrawny body.
I couldn’t let my arc fall down.
I couldn’t let my lamp dimm’d.
Cause the person Pluto challenged is not just a pefect guy
But rather a perfect warrior.
-Shiela F. Irinco-
ABE 3-1
Do or die?
Just because of a coin rolling across the streets…
A twenty-five centavos,
My life changed forever.
It ran so hasty like a flash
Events came across too fast
I heard those shouts
Worried? Terrified? Why?
For a coin?
Then, a strong force made my body stiff
My legs felt bruised
I swear,
I saw that scary buzzard at the corner of my eyes
As I heard whispers like buzzing bees around my ears
Then, all things were turn to black
All I can see were red sirens
Blinking around my numb body
And it was all gone…
I open my eyes again and saw a pale skinned blue boy
Propped up by pillows and covered with a sheet up to his waist
Lying peacefully at the bed of white at my side
An innocent prince in his deep slumber
With a placid smile plastered onto his face
Like a frail fighter under mermaid’s spell
We were in a white wide room
With freaky gadgets around us and
Intricate white designs painted and tiled onto the walls and floor
I dare to touch his face
To feel his silent sufferings
But I couldn’t.
I stopped.
My hands? My fingers?
I couldn’t grasp him.
I stared again to the thin creature in my front.
His lackluster nose. His livid cheeks. His pale lips.
I knew it!
Reality stroke me.
Tears fell unconsciously.
Then for once, I heard those buzzing bees again.
Trepidation attacked.
Cold breeze swept my feeble body.
Clouds enshrouds my wits.
Yes,I’m the main actor at my own stage.
The best and most admired.
True friends. Amorous family.
Near ideal life.
That’s all I have.
Perfect Ryoma Echizen of Tenimyu.
They say.
Then, these things happen.
I’m not Ryoma anymore.
Someone played my role for me
At the stage supposedly for mine.
Ryoma, a tennis prodigy,
A fighter. Strong.
But I, now a fragile figure just watching the new Echizen on stage.
Things must be put back.
I faced this wishy-washy young man beside my bed.
Whispering those flimsy words.
“Wake up and stand up!”
One. Two. Three.
I waited.
Four. Five. Six.
I saw bright white ran across my whole being.
A hand offering mine’s.
My mind shouted for rebuff.
But my body spoke another.
I felt cold.
Those deafening buzz, I heard again.
Louder and louder.
Then, a silent shout of my heart tears.
A thread ran across my fingers
Encircling around my thumb.
I heard those growl of thunder from the sky
Rain started to drop.
Seven. Eight. Nine.
Ten. Serenity.
I couldn’t let Charon brought me to Hades.
I couldn’t let worms feasted on my scrawny body.
I couldn’t let my arc fall down.
I couldn’t let my lamp dimm’d.
Cause the person Pluto challenged is not just a pefect guy
But rather a perfect warrior.
-Shiela F. Irinco-
ABE 3-1
Fave Song
Brave by Idina Menzel
I don't know just where I'm going
And tomorrow, it's a little overwhelming
And the air is cold
And I'm not the same anymore
I've been running in your direction
For too long now
I've lost my own reflection
And I can't look down
If you're not there to catch me when I fall.
If this is the moment I stand here on my own
If this is my rite of passage that somehow leads me home
I might be afraid
But it's my turn to be brave
If this is the last chance before we say goodbye
At least it's the first day of the rest of my life
I can't be afraid
Cause it's my turn to be brave
All along all I ever wanted, was to be the light
When your life was daunting
But I can't see mine
When I feel as though you're pushing me away
Well who's to blame, are we making the right choices
Cause we can't be sure if we're hearing our own voices
As we close the door even though we are so desperate to stay
If this is the moment I stand here on my own
If this is my rite of passage that somehow leads me home
I might be afraid
But it's my turn to be brave
If this is the last chance before we say goodbye
At least it's the first day of the rest of my life
I can't be afraid
Cause it's my turn to be brave
And I might still cry
And I might still bleed
These thorns in my side
This heart on my sleeve
And lightening may strike
This ground at my feet
And I might still crash
But I still believe
This is the moment I stand here all alone
With everything I have inside, everything I own
I might be afraid
But it's my turn to be brave
If this is the last time before we say goodbye
At least it's the first day of the rest of my life
I can't be afraid
Cause it's my turn to be brave
Why I like it?
Before, everytime someone asks me what song is my favorite, I do have hard time thinking for the answer. I don't know why but maybe because of the fact that I don't know how to relate a particular music to myself or my life. Whenever I hear songs, the first thing that I try to observe is not the lyrics but rather the background music itself (I don't know what the term is). Sometimes it is hard to understand lyrics of the songs because some singers don't pronounce words clearly and with that I can't understand the meaning behind that song. That is why everytime the question about my favorite song was posted, I immediately reply, "Everything that sounds good to my ear". But for the first time in my life I learn to appreciate lyrics when my father died last year. Actually, I do have two preferred songs. I like "When you're gone by Avril Lavigne" and this song "Brave" by Idina Menzel because I can relate my life and all the trials I encountered with those two songs. But since my sister Shiena already put the first one in her assignment, I have no choice but to pick the second one.
The first time I heard this song was when I was in the verge of totally losing hope and making a big decision in my life. During that time, I doubted my capabilities and I felt really coward in facing realities. I felt like I am weak and I don't deserve every single thing around me. During that time, people had a lot of expectations for me but I made them disappointed. I already knew that some were saying bad words against me. I felt I can't do something on my own because I am simply weak. It was really painful to think all those sort of things. Then, I heard this song "Brave" by Idina in our radio. I didn't know the song and it is my first time to hear it. At first, the only lyrics that marked on my mind is the last two lines of the chorus (I might be afraid, But it's my turn to be brave.) From that day, this song becomes my song of encouragement. I tried to look for the whole lyrics then memorize it. Now, everytime I do have doubts and anxieties in my mind, I recite the last two lines of the chorus (I might be afraid, But it's my turn to be brave.) to let my fears out and it really works. Maybe I can't reach the high notes of this song compare to Idina Menzel but I can be brave in my own simple way just like what the song say. From the title up to last word of this song, I feel like it is really meant for me.
Shiela F. Irinco
ABE 3-1
I don't know just where I'm going
And tomorrow, it's a little overwhelming
And the air is cold
And I'm not the same anymore
I've been running in your direction
For too long now
I've lost my own reflection
And I can't look down
If you're not there to catch me when I fall.
If this is the moment I stand here on my own
If this is my rite of passage that somehow leads me home
I might be afraid
But it's my turn to be brave
If this is the last chance before we say goodbye
At least it's the first day of the rest of my life
I can't be afraid
Cause it's my turn to be brave
All along all I ever wanted, was to be the light
When your life was daunting
But I can't see mine
When I feel as though you're pushing me away
Well who's to blame, are we making the right choices
Cause we can't be sure if we're hearing our own voices
As we close the door even though we are so desperate to stay
If this is the moment I stand here on my own
If this is my rite of passage that somehow leads me home
I might be afraid
But it's my turn to be brave
If this is the last chance before we say goodbye
At least it's the first day of the rest of my life
I can't be afraid
Cause it's my turn to be brave
And I might still cry
And I might still bleed
These thorns in my side
This heart on my sleeve
And lightening may strike
This ground at my feet
And I might still crash
But I still believe
This is the moment I stand here all alone
With everything I have inside, everything I own
I might be afraid
But it's my turn to be brave
If this is the last time before we say goodbye
At least it's the first day of the rest of my life
I can't be afraid
Cause it's my turn to be brave
Why I like it?
Before, everytime someone asks me what song is my favorite, I do have hard time thinking for the answer. I don't know why but maybe because of the fact that I don't know how to relate a particular music to myself or my life. Whenever I hear songs, the first thing that I try to observe is not the lyrics but rather the background music itself (I don't know what the term is). Sometimes it is hard to understand lyrics of the songs because some singers don't pronounce words clearly and with that I can't understand the meaning behind that song. That is why everytime the question about my favorite song was posted, I immediately reply, "Everything that sounds good to my ear". But for the first time in my life I learn to appreciate lyrics when my father died last year. Actually, I do have two preferred songs. I like "When you're gone by Avril Lavigne" and this song "Brave" by Idina Menzel because I can relate my life and all the trials I encountered with those two songs. But since my sister Shiena already put the first one in her assignment, I have no choice but to pick the second one.
The first time I heard this song was when I was in the verge of totally losing hope and making a big decision in my life. During that time, I doubted my capabilities and I felt really coward in facing realities. I felt like I am weak and I don't deserve every single thing around me. During that time, people had a lot of expectations for me but I made them disappointed. I already knew that some were saying bad words against me. I felt I can't do something on my own because I am simply weak. It was really painful to think all those sort of things. Then, I heard this song "Brave" by Idina in our radio. I didn't know the song and it is my first time to hear it. At first, the only lyrics that marked on my mind is the last two lines of the chorus (I might be afraid, But it's my turn to be brave.) From that day, this song becomes my song of encouragement. I tried to look for the whole lyrics then memorize it. Now, everytime I do have doubts and anxieties in my mind, I recite the last two lines of the chorus (I might be afraid, But it's my turn to be brave.) to let my fears out and it really works. Maybe I can't reach the high notes of this song compare to Idina Menzel but I can be brave in my own simple way just like what the song say. From the title up to last word of this song, I feel like it is really meant for me.
Shiela F. Irinco
ABE 3-1
Hidden Talent
“To elevate on top, perseverance and confidence should lift your foot up to the tread of ability and capacity.”
Before, if someone asks me, “What’s your talent?” I often reply, “I don’t know yet.” Befuddle? Confuse? Thinking? Yes, I am. I know my abilities in terms of singing, dancing, writing poems and other genre, drawing or even playing such kind of sports can’t be the least on the list. I can do everything. I’m such a type of person that will exert too much effort for one work whatever happens just to get a good result out of it. I don’t want to disappoint anyone. But still, I can’t be proud of it just to say that I’m talented and gifted. Everyone can do the same like me. But to excel on it is out of my capacity.
When Sir Pacelli told our class that we need to have a major production for our final examination, I immediately thought that it’ll be just an ordinary play, not knowing that it will pave way in finding and discovering my own talent that I can be proud of. During workshops under our president and director Paolo, I really tried my best to give my whole abilities, not because I wanted to get a major character but I wanted to test myself if shyness and lack of self-confidence are still my hindrances in showing what I can.
Then the day came for the audition when we need to choose for the eight main characters for Cinderella Musical. I was very happy to know that Shiena and I were chosen to be stepsisters. But the true challenge will not end there. We still need to prove that our classmate’s votes are worthy. So as September 12 came, everyone is nervous. Before the play proper, I evoke all the hard works, sweats, determination and different moments of emotion of our nerve- wrecking practices. I really laid my whole life for this. I’m not only enjoying but also I’m enhancing and developing my acting skill. So, this is it! The lights are now on us as the curtain in our front goes up. This is my time to shine. This is my time to show my talent. This is my moment!
After the play, I can feel the huge bag of bliss, contentment and satisfaction on my heart. I can feel the drops of joyful tears on my delighted face. It looks like I’m in the cloud nine of the seventh heaven flying with Pegasus alongside with the songs of the Muses as the Graces dance charmingly with Apollo’s symphony.
I can’t believe that I can do act like that. At last, I have something to be treasured as a gift of talent from the Almighty God.
Now for me, the true talented and gifted are those who can boost, develop and share their forte as they stand out or somehow be one of the best and capture the good impressions of the people who see their knack.
“The plant will bear fruit if you will cultivate it patiently everyday.” And I already get the fruit of my plant. If someone will ask me now of my talent, I’ll immediately and proudly reply, “I can act well!”
Before, if someone asks me, “What’s your talent?” I often reply, “I don’t know yet.” Befuddle? Confuse? Thinking? Yes, I am. I know my abilities in terms of singing, dancing, writing poems and other genre, drawing or even playing such kind of sports can’t be the least on the list. I can do everything. I’m such a type of person that will exert too much effort for one work whatever happens just to get a good result out of it. I don’t want to disappoint anyone. But still, I can’t be proud of it just to say that I’m talented and gifted. Everyone can do the same like me. But to excel on it is out of my capacity.
When Sir Pacelli told our class that we need to have a major production for our final examination, I immediately thought that it’ll be just an ordinary play, not knowing that it will pave way in finding and discovering my own talent that I can be proud of. During workshops under our president and director Paolo, I really tried my best to give my whole abilities, not because I wanted to get a major character but I wanted to test myself if shyness and lack of self-confidence are still my hindrances in showing what I can.
Then the day came for the audition when we need to choose for the eight main characters for Cinderella Musical. I was very happy to know that Shiena and I were chosen to be stepsisters. But the true challenge will not end there. We still need to prove that our classmate’s votes are worthy. So as September 12 came, everyone is nervous. Before the play proper, I evoke all the hard works, sweats, determination and different moments of emotion of our nerve- wrecking practices. I really laid my whole life for this. I’m not only enjoying but also I’m enhancing and developing my acting skill. So, this is it! The lights are now on us as the curtain in our front goes up. This is my time to shine. This is my time to show my talent. This is my moment!
After the play, I can feel the huge bag of bliss, contentment and satisfaction on my heart. I can feel the drops of joyful tears on my delighted face. It looks like I’m in the cloud nine of the seventh heaven flying with Pegasus alongside with the songs of the Muses as the Graces dance charmingly with Apollo’s symphony.
I can’t believe that I can do act like that. At last, I have something to be treasured as a gift of talent from the Almighty God.
Now for me, the true talented and gifted are those who can boost, develop and share their forte as they stand out or somehow be one of the best and capture the good impressions of the people who see their knack.
“The plant will bear fruit if you will cultivate it patiently everyday.” And I already get the fruit of my plant. If someone will ask me now of my talent, I’ll immediately and proudly reply, “I can act well!”
More than a student
“Learn not just with your mind but also with your heart”
I could still remember my first day in school as a nursery student. My mother told me that I should strive hard to be the best in class. She said that I should be attentive and active in every discussion to get a star which corresponds to a high grade. If I’ll do, I’ll have the chance to get medals, certificates or trophies. These awards were the most important possessions of a student as what mother said. That is why I aimed for it before. I studied so hard every night just to become an honor student or at least get one certificate. I focused on investing in my mind not knowing that I lost my time as a true student. I never become a simple student who experiences every little joy in learning. I was forced to study by the obligations and dreams that are meant for recognition. Yes, I was blinded by the fame and prestige that I can I get from being an honor student. I thought these were my way of learning everything. But then I realized that I forgot to feel the reality as a child. Because of too much perseverance to be on top, I forgot the word ‘socialization’. I didn’t experience to be a simple yet happy student who can roam around the whole campus and play with my classmates. I never experienced to be punished and scolded by our teacher. These little things were needed in the developing process of one contented child. I realized that academics were not the only things that I should invest for because all those simple experiences in everyday life of a student can also give me the knowledge and happiness that I can use in dealing with my future career. Those students’ experiences outside the four corners of classrooms are important in learning the realities of life. If we already learned it, then, we have the guts to face any obstacles and success. Burning the midnight oil is not just for recognition but also for gaining memorable moments of our life which leads to happiness and contentment. We should not just try to become a man of knowledge but also to become a man of value.
On the other hand before, I thought that the most effective way of cognition and developing my abilities was to memorize everything. My mind was bounded between the cover of the book. I memorized every single letter, every single point and every single line. That is why if we have examinations, I can make it perfect. But here comes my waterloo. I realized that my mind can only retain what I’ve memorized in just one or two days. And also, In terms of applying what I’ve learned, I do have the hard time to answer. Reality strikes me. I’m not an intelligent student. I’m just a studious copy cat of those books. I am like a robot that can receive and repeat any inputs without any feelings from the heart like numb creature. Now I know that the true meaning of learning is memorizing not in your mind but in your heart.
In learning, it is not always good to do what you love. Many students like me tend to choose things that they like. They say that it would be easy for them to learn if they want the things they are doing. Yes, it would be a good way of getting your goal since you are happy with it. But we need to take in considerations that we can learn more effectively if we will not choose our forte. In every action that we’ll do for the sake of developing ourselves, we need to be challenge and choose harder things to learn more. We need to discover everything and learn to the fullest. If you wanted to attain happiness in learning, then, expand your knowledge by taking the risk of harder lessons. But if you want your knowledge to be stagnant, then, choose what you like to do.
True happiness and easiness of learning comes from liking what you are doing not in doing what you like. And that is the most effective way of enjoying your studies. We need not to learn for the sake of doing it but rather we need to learn for the sake of gaining something.
I could still remember my first day in school as a nursery student. My mother told me that I should strive hard to be the best in class. She said that I should be attentive and active in every discussion to get a star which corresponds to a high grade. If I’ll do, I’ll have the chance to get medals, certificates or trophies. These awards were the most important possessions of a student as what mother said. That is why I aimed for it before. I studied so hard every night just to become an honor student or at least get one certificate. I focused on investing in my mind not knowing that I lost my time as a true student. I never become a simple student who experiences every little joy in learning. I was forced to study by the obligations and dreams that are meant for recognition. Yes, I was blinded by the fame and prestige that I can I get from being an honor student. I thought these were my way of learning everything. But then I realized that I forgot to feel the reality as a child. Because of too much perseverance to be on top, I forgot the word ‘socialization’. I didn’t experience to be a simple yet happy student who can roam around the whole campus and play with my classmates. I never experienced to be punished and scolded by our teacher. These little things were needed in the developing process of one contented child. I realized that academics were not the only things that I should invest for because all those simple experiences in everyday life of a student can also give me the knowledge and happiness that I can use in dealing with my future career. Those students’ experiences outside the four corners of classrooms are important in learning the realities of life. If we already learned it, then, we have the guts to face any obstacles and success. Burning the midnight oil is not just for recognition but also for gaining memorable moments of our life which leads to happiness and contentment. We should not just try to become a man of knowledge but also to become a man of value.
On the other hand before, I thought that the most effective way of cognition and developing my abilities was to memorize everything. My mind was bounded between the cover of the book. I memorized every single letter, every single point and every single line. That is why if we have examinations, I can make it perfect. But here comes my waterloo. I realized that my mind can only retain what I’ve memorized in just one or two days. And also, In terms of applying what I’ve learned, I do have the hard time to answer. Reality strikes me. I’m not an intelligent student. I’m just a studious copy cat of those books. I am like a robot that can receive and repeat any inputs without any feelings from the heart like numb creature. Now I know that the true meaning of learning is memorizing not in your mind but in your heart.
In learning, it is not always good to do what you love. Many students like me tend to choose things that they like. They say that it would be easy for them to learn if they want the things they are doing. Yes, it would be a good way of getting your goal since you are happy with it. But we need to take in considerations that we can learn more effectively if we will not choose our forte. In every action that we’ll do for the sake of developing ourselves, we need to be challenge and choose harder things to learn more. We need to discover everything and learn to the fullest. If you wanted to attain happiness in learning, then, expand your knowledge by taking the risk of harder lessons. But if you want your knowledge to be stagnant, then, choose what you like to do.
True happiness and easiness of learning comes from liking what you are doing not in doing what you like. And that is the most effective way of enjoying your studies. We need not to learn for the sake of doing it but rather we need to learn for the sake of gaining something.
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