nandito ang buong tropa naglalaro ng darts at ang mababa e tiyak mapipitik... :))
jofer, kenneth, alan, erol, vincent at ako... laban kung laban
mga pawis na tumatagaktak.. mga palad na nanginginig sa kaba... bam!!
ang mga saradong kamay na wala ng mapaglagyan ng pula sa sobrang puno na!!
sarap!!!
Saturday, December 20, 2008
Sunday, November 23, 2008
INTELLECTUAL GIFTEDNESS
Intellectual giftedness is an intellectual ability significantly higher than average.
Gifted children often develop asynchronously; their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of two, but whose later fluency and accomplishments belied this initial delay. In regards to this fact, psychologist Steven Pinker theorized that, rather than viewing Einstein's (and other famously gifted late-talking individuals) adult accomplishments as existing distinct from, or in spite of, his early language deficits, and rather than viewing Einstein's lingual delay itself as a "disorder", it may be that Einstein's genius and his delay in speaking were developmentally intrinsic to one another.
Developmental theory
It has been said that gifted children may advance more quickly through stages established by post-Freudian developmentalists such as Jean Piaget. Gifted individuals also experience the world differently, resulting in certain social and emotional issues. The work of Kazimierz Dabrowski suggests that gifted children have greater psychomotor, sensual, imaginative, intellectual, and emotional "overexcitabilities".
Francoy Cagne's (2000) Differential Model of Giftedness and Talent (DMGT) is a developmental theory that distinguishes giftedness from talent, offering explanation on how outstanding natural abilities (gifts) develop into specific expert skills (talents).According to DMGT theory, "one cannot become talented without first being gifted, or almost so" (Cagne,2000).There are six components that can interact in countless and unique ways that fosters the process of moving from having natural abilities (giftedness) to systematically developed skills (Cagne,2000). These components consist of the gift(G)itself, chance(C), environmental cataylist(EC), intrapersonal catalyst(IC),learning/practice(LP) and the outcome of talent(T)(Cagne,2000). It is important to know that (C),(IC), and (EC) can facilitate but, can also hinder the learning and training of becoming talented. The learning/practice is the moderator. It is through the interactions, both environmental and intrapersonal that influence the process of learning and practice along with/without chance that natural abilities are transformed into talents.
Giftedness from a multiple intelligences perspective
Multiple intelligences has been a focus of interest for decades. During the last decade, it has been associated to giftedness or overachievement of some developmental areas (Colangelo, 2003). Multiple intelligences has been described as an attitude towards learning, instead of techniques or strategies (Cason, 2001). There are eight Intelligences, or different areas in which people assimilate or learn about the world around them: Interpersonal,intrapersonal, bodily-kinesthetic, linguistic, logical-mathematical, musical, naturalistic, and spatial-visual. If the Theory of Multiple Intelligences is applied to educational curriculum, by providing lesson plans, themes, and programs in a way that all students are encouraged to develop their stronger area, and at the same time educators provide opportunities to enhance the learning process in the less strong areas, academic success may be attainable for all children in our school system.
Gardner proposed in Frames of Mind (Gardner 1983/1994) that intellectual giftedness may present in areas other than the typical intellectual realm. The concept of multiple intelligences (MI) makes the field aware of additional potential strengths and proposes a variety of curricular methods.
Gardner suggest MI in the following areas: Linguistic, logico-mathematical, musical, spatial, kinesthetic, interpersonal, intrapersonal, naturalistic and existential.
Identification of gifted students with MI is a challenge since there is no simple test to give to determine giftedness of MI. Assessing by observation is potentially most accurate, but potentially highly subjective. MI theory can be applied to not only gifted students, but it can be a lens through which all students can be assessed. This more global perspective may lead to more child-centered instruction and meet the needs of a greater number of children(Colangelo, 2003).
Identifying giftedness
The formal identification of giftedness first emerged as an important issue for schools, as the instruction of gifted students often presents special challenges. During the 20th century, gifted children were often classified via IQ tests, however, recent developments in theories of intelligence have raised serious questions regarding the appropriate uses and limits of such testing. Many schools in North America and Europe have attempted to identify students who are not challenged by standard school curricula and offer additional or specialized education for them hoping of nurturing their talents.
Because of the key role that gifted education plays in the identification of gifted people (children or adults), it is worthwhile to examine how that discipline uses the term "gifted".
Characteristics of giftedness
Generally, gifted individuals learn more quickly, deeply, and broadly than their peers. Gifted children may learn to read early and operate at the same level as normal children who are significantly older. The gifted tend to demonstrate high reasoning ability, creativity, curiosity, a large vocabulary, and an excellent memory. They often can master concepts with few repetitions. They may also be physically and emotionally sensitive, perfectionistic, and may frequently question authority. Some have trouble relating to or communicating with their peers because of disparities in vocabulary size (especially in the early years), personality, interests and motivation. As children, they may prefer the company of older children or adults.
Giftedness is frequently not evenly distributed throughout all intellectual spheres: an individual may excel in solving logic problems and yet be a poor speller; another gifted individual may be able to read and write at a far above average level and yet have trouble with mathematics. It is possible there are different types of giftedness with their own unique features, just as there are different types of developmental delay.
Giftedness may become noticeable in individuals at different points of development. While early development (i.e. speaking or reading at a very young age) usually comes with giftedness, it is not a determinant of giftedness. The preschool years are when most gifted children begin to show the distinctive characteristics mentioned above. As the child becomes older, too-easy classes and emotional issues may slow or obstruct the rate of intellectual development.
Some gifted individuals experience heightened sensory awareness and may seem overly sensitive to sight, sound, smell and touch. For example, they may be extremely uncomfortable when they have a wrinkle in their sock, or unable to concentrate because of the sound of a clock ticking on the other side of the room. Hypersensitivity to external stimuli can be said to resemble a proneness to "sensory overload", which can cause persons to avoid chaotic and crowded environments. Others, however, are able to tune out any unwanted distractions as they focus on a task or on their own thoughts, and seem to seek and thrive on being in the midst of lots of activity and stimulation. In many cases, awareness may fluctuate between conditions of hyperstimulation and of withdrawal. These conditions may appear to be similar to symptoms of hyperactivity, bipolar disorder, ADHD, autism-spectrum conditions, and other psychological disorders, but are often explained by gifted education professionals by reference to Kazimierz Dabrowski's theory of Positive Disintegration. Some researchers focused on the study of overexcitabilities. Overexcitabilities refer to ways children or individuals understand and experience the world around them (Gross 2008). The more channels are open to receive the information or stimulus, the more intense or strong the experience is. According to Gross (2008), an individual response to a stimulus is determined by his/her dominant overexcitability. Overexcitabilities are expressed in five dimensions: psychomotor, sensual, intellectual, imaginational, and emotional. These dominant channels of acquiring information differ by quantity in some individuals. Gross, C., Rinn, A., & Jamieson, K. (2008). Gifted Adolescents’ Overexcitabilities and Self-Concepts. Journal of Gifted Education. 29, 4.
Gifted children often develop asynchronously; their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of two, but whose later fluency and accomplishments belied this initial delay. In regards to this fact, psychologist Steven Pinker theorized that, rather than viewing Einstein's (and other famously gifted late-talking individuals) adult accomplishments as existing distinct from, or in spite of, his early language deficits, and rather than viewing Einstein's lingual delay itself as a "disorder", it may be that Einstein's genius and his delay in speaking were developmentally intrinsic to one another.
Developmental theory
It has been said that gifted children may advance more quickly through stages established by post-Freudian developmentalists such as Jean Piaget. Gifted individuals also experience the world differently, resulting in certain social and emotional issues. The work of Kazimierz Dabrowski suggests that gifted children have greater psychomotor, sensual, imaginative, intellectual, and emotional "overexcitabilities".
Francoy Cagne's (2000) Differential Model of Giftedness and Talent (DMGT) is a developmental theory that distinguishes giftedness from talent, offering explanation on how outstanding natural abilities (gifts) develop into specific expert skills (talents).According to DMGT theory, "one cannot become talented without first being gifted, or almost so" (Cagne,2000).There are six components that can interact in countless and unique ways that fosters the process of moving from having natural abilities (giftedness) to systematically developed skills (Cagne,2000). These components consist of the gift(G)itself, chance(C), environmental cataylist(EC), intrapersonal catalyst(IC),learning/practice(LP) and the outcome of talent(T)(Cagne,2000). It is important to know that (C),(IC), and (EC) can facilitate but, can also hinder the learning and training of becoming talented. The learning/practice is the moderator. It is through the interactions, both environmental and intrapersonal that influence the process of learning and practice along with/without chance that natural abilities are transformed into talents.
Giftedness from a multiple intelligences perspective
Multiple intelligences has been a focus of interest for decades. During the last decade, it has been associated to giftedness or overachievement of some developmental areas (Colangelo, 2003). Multiple intelligences has been described as an attitude towards learning, instead of techniques or strategies (Cason, 2001). There are eight Intelligences, or different areas in which people assimilate or learn about the world around them: Interpersonal,intrapersonal, bodily-kinesthetic, linguistic, logical-mathematical, musical, naturalistic, and spatial-visual. If the Theory of Multiple Intelligences is applied to educational curriculum, by providing lesson plans, themes, and programs in a way that all students are encouraged to develop their stronger area, and at the same time educators provide opportunities to enhance the learning process in the less strong areas, academic success may be attainable for all children in our school system.
Gardner proposed in Frames of Mind (Gardner 1983/1994) that intellectual giftedness may present in areas other than the typical intellectual realm. The concept of multiple intelligences (MI) makes the field aware of additional potential strengths and proposes a variety of curricular methods.
Gardner suggest MI in the following areas: Linguistic, logico-mathematical, musical, spatial, kinesthetic, interpersonal, intrapersonal, naturalistic and existential.
Identification of gifted students with MI is a challenge since there is no simple test to give to determine giftedness of MI. Assessing by observation is potentially most accurate, but potentially highly subjective. MI theory can be applied to not only gifted students, but it can be a lens through which all students can be assessed. This more global perspective may lead to more child-centered instruction and meet the needs of a greater number of children(Colangelo, 2003).
Identifying giftedness
The formal identification of giftedness first emerged as an important issue for schools, as the instruction of gifted students often presents special challenges. During the 20th century, gifted children were often classified via IQ tests, however, recent developments in theories of intelligence have raised serious questions regarding the appropriate uses and limits of such testing. Many schools in North America and Europe have attempted to identify students who are not challenged by standard school curricula and offer additional or specialized education for them hoping of nurturing their talents.
Because of the key role that gifted education plays in the identification of gifted people (children or adults), it is worthwhile to examine how that discipline uses the term "gifted".
Characteristics of giftedness
Generally, gifted individuals learn more quickly, deeply, and broadly than their peers. Gifted children may learn to read early and operate at the same level as normal children who are significantly older. The gifted tend to demonstrate high reasoning ability, creativity, curiosity, a large vocabulary, and an excellent memory. They often can master concepts with few repetitions. They may also be physically and emotionally sensitive, perfectionistic, and may frequently question authority. Some have trouble relating to or communicating with their peers because of disparities in vocabulary size (especially in the early years), personality, interests and motivation. As children, they may prefer the company of older children or adults.
Giftedness is frequently not evenly distributed throughout all intellectual spheres: an individual may excel in solving logic problems and yet be a poor speller; another gifted individual may be able to read and write at a far above average level and yet have trouble with mathematics. It is possible there are different types of giftedness with their own unique features, just as there are different types of developmental delay.
Giftedness may become noticeable in individuals at different points of development. While early development (i.e. speaking or reading at a very young age) usually comes with giftedness, it is not a determinant of giftedness. The preschool years are when most gifted children begin to show the distinctive characteristics mentioned above. As the child becomes older, too-easy classes and emotional issues may slow or obstruct the rate of intellectual development.
Some gifted individuals experience heightened sensory awareness and may seem overly sensitive to sight, sound, smell and touch. For example, they may be extremely uncomfortable when they have a wrinkle in their sock, or unable to concentrate because of the sound of a clock ticking on the other side of the room. Hypersensitivity to external stimuli can be said to resemble a proneness to "sensory overload", which can cause persons to avoid chaotic and crowded environments. Others, however, are able to tune out any unwanted distractions as they focus on a task or on their own thoughts, and seem to seek and thrive on being in the midst of lots of activity and stimulation. In many cases, awareness may fluctuate between conditions of hyperstimulation and of withdrawal. These conditions may appear to be similar to symptoms of hyperactivity, bipolar disorder, ADHD, autism-spectrum conditions, and other psychological disorders, but are often explained by gifted education professionals by reference to Kazimierz Dabrowski's theory of Positive Disintegration. Some researchers focused on the study of overexcitabilities. Overexcitabilities refer to ways children or individuals understand and experience the world around them (Gross 2008). The more channels are open to receive the information or stimulus, the more intense or strong the experience is. According to Gross (2008), an individual response to a stimulus is determined by his/her dominant overexcitability. Overexcitabilities are expressed in five dimensions: psychomotor, sensual, intellectual, imaginational, and emotional. These dominant channels of acquiring information differ by quantity in some individuals. Gross, C., Rinn, A., & Jamieson, K. (2008). Gifted Adolescents’ Overexcitabilities and Self-Concepts. Journal of Gifted Education. 29, 4.
Saturday, November 22, 2008
Test your eye skills
Can u find the B?
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRBRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
Once youve found the b...
Find The Mistake
ABCDEFGHIJKLMNOPQRSTUVWUXYZ
Once Youve Found The Mistake...
Find the 1
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII1IIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
Once you found the 1...
Find the 6
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999699999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
once youve found the 6...
Find the N (it's hard!! - not really)
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMNMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
once you've found the N...
Find the Q...
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOQOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRBRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
Once youve found the b...
Find The Mistake
ABCDEFGHIJKLMNOPQRSTUVWUXYZ
Once Youve Found The Mistake...
Find the 1
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII1IIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
Once you found the 1...
Find the 6
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999699999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
9999999999999999999999999999999999
once youve found the 6...
Find the N (it's hard!! - not really)
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMNMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
MMMMMMMMMMMMM
once you've found the N...
Find the Q...
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOQOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOO
For those people who dont have everything they want...
be grateful that you don't have everything you want.
That means, you have the oppurtunity to be happier tomorrow than you are today!!
Everything happens for a reason, people usually say but what they didnt see was that its up to us, people, to know the reason!
reasons reasons... what's your reason for living?
That means, you have the oppurtunity to be happier tomorrow than you are today!!
Everything happens for a reason, people usually say but what they didnt see was that its up to us, people, to know the reason!
reasons reasons... what's your reason for living?
Friday, November 14, 2008
Ang Pasko ng Isang Estudyante
Nagkakagulo na sa labas! Mga yabag ng mga paang nagmamadali sa paghakabang. "Yes! nakakatatlo araw na ako!" "Dalian mo at papasok pa tayo!" "Bili tayong putobumbong at bibingka". Iba't ibang usapan ang maririnig. Paalam ng mga magkakaibigan. Angal ng mga batang akay akay ng ina na inaantok pa. Habilinang walang katapusan. At kadalasan sa simbang tabi, este, simbang gabi ay may bonus pa! Makakadinig ka ng mga matatalinghaga at mabubulaklak na salita mula sa isang lalaking naniningalang pugad. At matatawa ka na lang sa iyong sarili dahil alam mong pambobola lang iyon.
Ngunit ibang pangungusap ang hinihintay kong marinig. Ng magaalasais na ng umaga, biglang nagwika ang isang lalaking puting puti na may suot na kulay lilang balabal ang nagwika, "Humayo kayo ng mapayapa". Ayun! tapos na ang misa! Ngunit para sa akin, ang alas-sais ng umaga ay may ibang kahulugan maliban sa tapos na ang ikatlong araw ng simbang gabi. Mas higit pa don. Para sa akin, nangangahulugan ito na magkikita na naman kami ng taong napakahalaga. May usapang nga kaming magkikita ngayon. Siyempre, sa dati pa ding tagpuan kung saan kami nagkakilala. Hayy... sabik na sabik na akong makita sya. Ilang ORAS ko na din kasi syang di nakikita at nakakausap.
Ang taong tinutukoy ko? Ay ang prof ko sa Psych. (akala nyo kung sino no?) Kaya ng matapos ang misa at ang pagdadasal ko ng mataimtim, dali dali akong lumabas ng simbahan at nagabang ng jeep. Bigla kong naisip na Dec. 18 na pala, ikatlong araw ng simbang gabi at nakakatatlo na rin ako! Sana makumpleto ko ito. Sumagi sa isip ko na kahit simbang gabi na ay may pasok pa din maramihan sa mga estudyante.
Sumakay na ako ng jeep at ng LRT papasok. Naglakad sa kahabaan ng Taft Ave,. Dinaan ang ADU at Sta. Isabel kasabay ang mga estudyanteng hikahos sa pagmamadali. Pag pasok ng PNU, nituldukan ang bag ko gamit ang drumstick ng isang sikyo upang masabing nagchecheck sya ng bag ng mga pumapasok. Diretso na sa silid kung saan kami magkikita. Wala ng panahon upang tignan ang sarili sa salamin sa CR.
Nakaugalian ko na noong high school na magsimbang gabi bago pumasok sa paaralan, nangangahulugan na kahit noon pa man ay may pasok kahit simbang gabi na! Iba kasi ang pakiramdam ko kapag isa isa kong nakukumpleto ang nobena. Para bang kapag nakukumpleto ko ito, pwede kong pagaanin ang aking mga problema at maibsan ng kahit konti ang mga bagay na nagpapabigat sa dibdib ko. Para akong pumapasok sa isang mundo walang pipigil sa akin kapag ninais kong maging masaya dahil sa aking mga suliranin. Ramdam na ramdam ko ang Pasko sa pagmamahal ng Diyos at sa pagmamahal ng mga taong nasa paligid ko!
Ooooppsss! Si sir papasok na! kailangang mauna ako! Dali dali akong umakyat ng third floor at pawis na pawis na pumasok sa silid. Sakto! hindi ako nahuli sa klase! YES! ang sabi ko sa sarili ko. Sa pagpasok ni Sir, agad itong kumuha ng chalk at walang dala kahit ano kundi chalk lang talaga. Nakakadama ako ng pananabik sa kung ano ang isusulat nya. Dumaan kasi ang prelims at nararamdaman kong may bago na namang lesson... marunong naman ako magaral kahit papano.
"Your requirements to be passed on January 5........." ng makita ko ang mga katagang ito na sinusulat ng prof ko... unti unting lumipad ang diwa ko. "Pano na lang ako sa bakasyon?" "Requirements na naman?" "Ok lang yan basta sana madali lang".... "Mr. Mellor!" "Mr. Mellor!" naku patay! tinatawag na pala ako ng prof ko!
Hindi kaagad ako nakasagot. Ang buong akala ko tuloy ay may isang masamang tao na tumatawag sakin. Hindi pala! Nais lang pala nyang tanungin kung may gumugulo sa isip ko! Nais nyang tumulong. Bakas sa mukha ng lahat ng kaklase ko ang pagkadismaya dahil may requirements pa... hays...
Lumipas ang siyam na araw ng simbang gabi. Masaya ako at nakumpleto ko ito. Kailangan daw magwish. Wish ko ay sana next year makumpleto ko ulit ang simbang gabi at mas maging produktibo akong magaaral. Dec 24 na! Ang noche buena! Kainan! Mga tugtuging pamasko at mga batang tumatakbo! May pananabik sa lahat na salubungin ang pagdating ng ating Tagapagligtas.
ring ring! "Hello! Goodevening!" ang wika ko!
"Oi MC! Merry Christmas! tapos ka na ba sa requirements?"
"Merry Christmas din! Wag na nating pagusapan ang requirements muna! alam na iyon!" sabay kaming nagtawanan dahil alam naming pareho kami ng katayuan pagdating sa paggawa ng mga requirements.
Isang malamig na boses ang aking naririnig... nagbabago ang simoy ng hangin...
Masaya ang buong paligid! "Merry Christmas!!"
alas-dose na pala at pasko na. Salamat sa Diyos!
Ngunit ibang pangungusap ang hinihintay kong marinig. Ng magaalasais na ng umaga, biglang nagwika ang isang lalaking puting puti na may suot na kulay lilang balabal ang nagwika, "Humayo kayo ng mapayapa". Ayun! tapos na ang misa! Ngunit para sa akin, ang alas-sais ng umaga ay may ibang kahulugan maliban sa tapos na ang ikatlong araw ng simbang gabi. Mas higit pa don. Para sa akin, nangangahulugan ito na magkikita na naman kami ng taong napakahalaga. May usapang nga kaming magkikita ngayon. Siyempre, sa dati pa ding tagpuan kung saan kami nagkakilala. Hayy... sabik na sabik na akong makita sya. Ilang ORAS ko na din kasi syang di nakikita at nakakausap.
Ang taong tinutukoy ko? Ay ang prof ko sa Psych. (akala nyo kung sino no?) Kaya ng matapos ang misa at ang pagdadasal ko ng mataimtim, dali dali akong lumabas ng simbahan at nagabang ng jeep. Bigla kong naisip na Dec. 18 na pala, ikatlong araw ng simbang gabi at nakakatatlo na rin ako! Sana makumpleto ko ito. Sumagi sa isip ko na kahit simbang gabi na ay may pasok pa din maramihan sa mga estudyante.
Sumakay na ako ng jeep at ng LRT papasok. Naglakad sa kahabaan ng Taft Ave,. Dinaan ang ADU at Sta. Isabel kasabay ang mga estudyanteng hikahos sa pagmamadali. Pag pasok ng PNU, nituldukan ang bag ko gamit ang drumstick ng isang sikyo upang masabing nagchecheck sya ng bag ng mga pumapasok. Diretso na sa silid kung saan kami magkikita. Wala ng panahon upang tignan ang sarili sa salamin sa CR.
Nakaugalian ko na noong high school na magsimbang gabi bago pumasok sa paaralan, nangangahulugan na kahit noon pa man ay may pasok kahit simbang gabi na! Iba kasi ang pakiramdam ko kapag isa isa kong nakukumpleto ang nobena. Para bang kapag nakukumpleto ko ito, pwede kong pagaanin ang aking mga problema at maibsan ng kahit konti ang mga bagay na nagpapabigat sa dibdib ko. Para akong pumapasok sa isang mundo walang pipigil sa akin kapag ninais kong maging masaya dahil sa aking mga suliranin. Ramdam na ramdam ko ang Pasko sa pagmamahal ng Diyos at sa pagmamahal ng mga taong nasa paligid ko!
Ooooppsss! Si sir papasok na! kailangang mauna ako! Dali dali akong umakyat ng third floor at pawis na pawis na pumasok sa silid. Sakto! hindi ako nahuli sa klase! YES! ang sabi ko sa sarili ko. Sa pagpasok ni Sir, agad itong kumuha ng chalk at walang dala kahit ano kundi chalk lang talaga. Nakakadama ako ng pananabik sa kung ano ang isusulat nya. Dumaan kasi ang prelims at nararamdaman kong may bago na namang lesson... marunong naman ako magaral kahit papano.
"Your requirements to be passed on January 5........." ng makita ko ang mga katagang ito na sinusulat ng prof ko... unti unting lumipad ang diwa ko. "Pano na lang ako sa bakasyon?" "Requirements na naman?" "Ok lang yan basta sana madali lang".... "Mr. Mellor!" "Mr. Mellor!" naku patay! tinatawag na pala ako ng prof ko!
Hindi kaagad ako nakasagot. Ang buong akala ko tuloy ay may isang masamang tao na tumatawag sakin. Hindi pala! Nais lang pala nyang tanungin kung may gumugulo sa isip ko! Nais nyang tumulong. Bakas sa mukha ng lahat ng kaklase ko ang pagkadismaya dahil may requirements pa... hays...
Lumipas ang siyam na araw ng simbang gabi. Masaya ako at nakumpleto ko ito. Kailangan daw magwish. Wish ko ay sana next year makumpleto ko ulit ang simbang gabi at mas maging produktibo akong magaaral. Dec 24 na! Ang noche buena! Kainan! Mga tugtuging pamasko at mga batang tumatakbo! May pananabik sa lahat na salubungin ang pagdating ng ating Tagapagligtas.
ring ring! "Hello! Goodevening!" ang wika ko!
"Oi MC! Merry Christmas! tapos ka na ba sa requirements?"
"Merry Christmas din! Wag na nating pagusapan ang requirements muna! alam na iyon!" sabay kaming nagtawanan dahil alam naming pareho kami ng katayuan pagdating sa paggawa ng mga requirements.
Isang malamig na boses ang aking naririnig... nagbabago ang simoy ng hangin...
Masaya ang buong paligid! "Merry Christmas!!"
alas-dose na pala at pasko na. Salamat sa Diyos!
Thursday, November 13, 2008
a short message to make your day at least worry free!
10 years from now...
it wont matter how you ded in your exams or
how good you were in school.
no one will care how many pairs of shoes you had.
it wont matter if you missed a class or what award you got on your graduation day.
your higest score in quiz wont be traced.
it wont matter if your uniform was always messy or if all your projects weren't the best.
but...
if you made life a lil' better for any other person, thats what will be remembered and
that makes life worth living!!
it wont matter how you ded in your exams or
how good you were in school.
no one will care how many pairs of shoes you had.
it wont matter if you missed a class or what award you got on your graduation day.
your higest score in quiz wont be traced.
it wont matter if your uniform was always messy or if all your projects weren't the best.
but...
if you made life a lil' better for any other person, thats what will be remembered and
that makes life worth living!!
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