Sunday, October 4, 2015

Make Your Dog Happy


In Observance of World Animal Day, October 4, feast day of  St Francis of Assisi, patron saint of animals and the environment.
Dr Abe V Rotor

Living with Nature - School on Blog
Paaralang Bayan sa Himpapawid (People's School-on-Air) with Ms Melly C Tenorio
738 DZRB AM, 8-9 evening class Monday to Friday
    
      “Make these dogs happy,” I told a group of schoolchildren who were taking art lessons from me. I gave each of them a copy of a trace drawing of a pair of dogs. The dogs looked sad, docile and there is something pathetic about them.

      With pastel coloring instrument they accepted the assignment.  In their young minds I saw their pets at home.  As I studied the expressions on their faces, matched with their actions I noticed they were not only coloring their pets, they were virtually “caring for their pets.”

Jamby, a Japanese Spitz, roams freely at home. 

      And what do you think they did with these animals?  How kind are these children to them?   How good are they as masters or friends – as pets? These are the things I gathered from their drawings.

1.   Unchain the dogs – A young participant made a drawing of a chain being sawed off in order to free the dogs. Truly there is nothing more important than freedom, even for an animal. This is also true with animals. Aren't zoos today moved to bigger spaces where the habitats of the animals are simulated?  In the African Safari tourists are taken out, caged in their vehicles, while the animals roam free.

2.  Build a doghouse – Keep them from heat and cold.  Give them a sense of security and comfort.  Give the doghouse some art and a bit of aesthetic sense. The house is a status symbol but its functional features are foremost.
   
3.  Provide a shade – A tree beside the doghouse is a magnificent scene: 
a bird’s nest atop, bridling and parent singing at feeding time, ripe fruits hang, a kite is stuck up on a branch, a boy climbs to retrieve it, leaves fall and form a litter on which the dogs lay.  These and many more, which the children drew, revive the childhood to every viewer of their art works.

4.  Give them bone – If there is anything a dog is associated with, it is a big bone.  Aesop saw it fitting for a fable, a lesson about greed.  For the dog however, it is a form of security, as well as a plaything. Be sure you give your pet food, fresh water and proper nutrition. Do not overfeed them.

5.  Play with them, give a plaything – I found out that many of my pupils drew themselves beside or playing with their pets.  Others drew cats and mice playing with their dogs.  Playing is universal among animals, tame or in the wild.  Others raced with them on the meadow.

6.  Groom them – Regularly bathe and comb them. Several drawings showed the dogs in attire, one in a circus outfit, another in casual wear, one eating on Chinaware. This is not rare because we often think of animal as human beings.  Read “Animal Farm” by George Orwell.  Or see the movie, “Babe.”  Aesop’s fables are about animals that think like human beings – or it could be the other way around, as Aesop wanted to drive a point, quite often a painful lesson.  Aesop was silenced because he was unwittingly hurting people with his fable.  

7.  Teach them tricks and discipline – A ball, a stick, an electronic gadget to open or close the doghouse, are among the things the young participants included in their drawings. There’s a saying, “You can’t teach an old dog new tricks.”  But children always see their pets young. This means they are growing up together, and sharing new tricks.

8.  Vaccinate your dog – A participant drew a veterinarian administering     an anti-rabies shot on his young pet.  Precaution is always important, because catching rabies is dangerous.

      Who are these children mirrored by their drawings?  And who will they be through the keyhole of their imagination? How we regard our pets is what we are and become. 

Last days of Nikko, a Dobberman, 
our guard for 15 years.

      “A starving dog at his master’s gate predicts the ruin of the state,” thus William Blake in “Auguries of Innocence” tells us.  I, for one, would gladly meet with confidence and ease the master of a contented and happy dog. 

History of the Dog

      Forty million years ago there were small, long tailed tree-climbing creatures called “Miacids”, according to David Lambert. These fierce animals prowled the forest; what we now know as North America.  From the Miacids came three groups of descendants: Amphicyon (wolf-sized bears), Borophygus (hyaena-like creatures), and
Tomarctus, (the long-legged dogs).  It is the last group which led to all the living breeds of domesticated dogs and to their wild relatives, foxes and wolves.  

      No one can exactly know how dogs evolved but fossils show that dogs were helping human hunters as far back as 10,000 years ago. This means that the dog has been a friend to man from the time of the Middle Stone Age.

      Not many people know how extensive is the dog, a man’s best friend.  Perhaps the reason is that as people move to live in the cities, the original man-dog relationship evolved into mere friendship. 

      But through the years, dogs have remained helpful and loyal to man in the following ways:

1.  Helpful Dogs  - Certain dogs are so intelligent and trustworthy they can be trained to guide blind people around obstacles and through the city streets.  The German Shepherd, also known as Police Dog has a trained nose to detect explosives and drugs.  The Russian terrier Laika, was the first animal in space.

2.  Working Dogs – Shepherd dogs guard and round up flocks and herds. These are the Collie, German Shepherd, Sheepdog, Maremma, Kelpie, Puli and Corgi.

3.  Traveling Dogs – The best known of these dogs is the St. Bernard.  There is a stuffed St. Bernard dog at the UST Museum of Arts and Sciences, a keg tied around its neck.  As long ago as the 17th century the monks of St. Bernard de Menthon kept and bred dogs to guide and rescue travelers from the snowdrift of the Swiss Alps. These dogs were the ancestors of the St. Bernard we know today. Other mountain dogs are the Bernese, Pyrenean and the Newfoundland.  They pull heavy snow sleds over great distances, herd reindeers, or just be plain good guards and guides.

4.  Guard Dogs – Guard dogs must be loyal, obedient, courageous and strong.  Take the case of the Doberman.  In the late 19th century a tax collector, Louis Dobermann, used local dogs to breed an animal that would guard the money he carried.  The result was the Doberman Pinscher, a fine dog that is proud, fast and fearless.  Two German dogs, the Rottweiler and the Boxer, and the Tibetan Mastiff are equally fearsome watchdogs.   

5.  War Dogs – Being carnivores dogs have the instinct for hunting and killing, which means that they can be trained to fight.  Even in ancient times dogs were trained to attack enemies. Ten thousands dogs served with the Allied Forces in World War II. War dogs include Bull Terriers, Bulldogs, and the Molossus, a dog trained by the Greeks to attack the Persians.

6.  Game Dogs – Sporting dogs are the Springer, Spaniel, Setter, Retriever, and Hound. Each breed has a special way of hunting. Spaniels flush out game from grass and shrubs, while the Pointer, upon finding a game bird, stands still with its head, body and tail pointed like an arrow towards the quarry. Man first made friends with the dog through hunting. Both enjoy the prize of the game.

7.  Detective Dogs – Dogs have very sensitive noses.  The scent hound can track its prey by its scent for hours and over a long distance.  The Bloodhound is the oldest of all scent sensitive hounds. Other detective dogs are the Foxhound, Basset Hound and Dachshund.

The Danger of Rabies

      The great biologist, Loius Pasteur, succeeded in saving a boy bitten by a rabid dog. From here the world found relief in combating the disease through immunization.  Today, anti-rabies vaccines are available in big drugstores.

      But rabies is still one of the most dangerous killers and there is no cure to it.  That is why immunization is necessary.  Have your dogs vaccinated with anti-rabies.  When a dog that has not been vaccinated bites, the best way is to have the victim treated immediately with anti-rabies serum.

      Dog meat eaters beware.  The hidden killer lies in the dog meat.  The rabies virus is not readily killed by heat.  Besides it is a common practice to eat dog meat medium rare (kilawin) with the brain of the animal mixed in with the rest of the ingredients.  Many do not know that the virus attacks the brain, therein it multiplies.

Dog Attack

      In the US alone there are thousands of reported attacks by dogs, some leading to death.  When my family had just transferred to the subdivision we are living in now, our dogs chased and bit a boy in the neighborhood. It was only a bruise but it was not an auspicious start for us as new residents.

      Here are tips for avoiding dog attacks. When there is a menacing dog around do not run.  Stay calm and walk away slowly.  A stick or anything to fend off the dog can help.  Avoid walking through a pack of dogs.  Know where the doghouse in the neighborhood is and try not to get near it.  Don’t just saunter through someone’s gate.  Call first or use the doorbell.

      But, of course, the best way is to act like a boy scout by always staying alert, not only for dogs but any form of danger.

The Pet Dog Today

       When you hear the word, askal, it means mongrel, although in common parlance is “street” or kalye dog. Mongrels are dogs whose parents are of mixed breeds.  Although coming from a mélange of breeds, they sometimes tend to exhibit a dominant bloodline. Mongrels may intentionally be crossbred to pure breeds to improve the breed, with satisfactory results. Two good things about mongrels are that they are resistant to local diseases, and are less choosy with their food. 

       It is also the mongrel that ordinary people raise as pets and source of food at the same time. When grown and fattened they are slaughtered. Dogs are sold for meat in many countries, but Americans and Europeans, who keep dogs like members of the family, strongly detest this practice.  In the early nineties Congress received thousands letters protesting the killing and eating of dogs. Among the appealing institutions is the Royal Society for the Prevention of Cruelty to Animals (RSPCA). Now and then we read news story about jeeploads of dogs intercepted on the way to the slaughterhouse. If we have any knowledge on this illegal act it is best to call the nearest police station.

Impact of the Art Workshop

      The art workshop for children in which I used the dog as an exercise to demonstrate love for animals may be a simple way of changing attitudes and developing values. Children are known to be very effective in carrying out the multiplier effect of a lesson and we hope that they will carry this as they grow.

      “Make these dogs happy,” could mean a thousand dogs in the future, and a thousand enlightened children who follow the footsteps of those who unchained the dog, built a doghouse, gave a bone and, altogether, made the world a kinder one for dogs.
    
        x         x        x

Canticle of Brother Sun and Sister Moon of St. Francis of Assisi and Laudato Si of Pope Francis: A Reflection and Analysis

Canticle of Brother Sun and Sister Moon  of St. Francis of Assisi and Laudato Si of Pope Francis: A Reflection and Analysis  

“We seem to think that we can substitute an irreplaceable and irretrievable beauty with something which we have created ourselves” - Laudato Si

Dr Abe V Rotor 
Living with Nature - School on Blog

Encyclical letter Laudato Si of Pope Francis in 6 chapters: 
 
1.  WHAT IS HAPPENING TO OUR COMMON HOME 
2. THE GOSPEL OF CREATION 
3. THE HUMAN ROOTS OF THE ECOLOGICAL CRISIS 
4. INTEGRAL ECOLOGY 5. LINES OF APPROACH AND ACTION 
6. ECOLOGICAL EDUCATION AND SPIRITUALITY

"Praised be You my Lord with all Your creatures,"(St Francis of Assisi) is the basis of Pope Francis' encyclical letter, Laudato Si (Praise be to you.) Pope Francis encyclical letter On Care for Our Common Home. Saint Francis was canonized by Pope Gregory IX on July 16, 1228; he is the Patron Saint of Catholic Action, animals, and the environment. His Feast day is celebrated on October 4 of each year. 

 Canticle of Brother Sun and Sister Moon  of St. Francis of Assisi

Most High, all-powerful, all-good Lord, All praise is Yours, all glory, all honour and all blessings.

To you alone, Most High, do they belong, and no mortal lips are worthy to pronounce Your Name.

Praised be You my Lord with all Your creatures,
especially Sir Brother Sun,
Who is the day through whom You give us light.
And he is beautiful and radiant with great splendour,
Of You Most High, he bears the likeness.

Praised be You, my Lord, through Sister Moon and the stars,
In the heavens you have made them bright, precious and fair.

Praised be You, my Lord, through Brothers Wind and Air,
And fair and stormy, all weather's moods,
by which You cherish all that You have made.

Praised be You my Lord through Sister Water,
So useful, humble, precious and pure.

Praised be You my Lord through Brother Fire,
through whom You light the night and he is beautiful and playful and robust and strong.

Praised be You my Lord through our Sister,
Mother Earth who sustains and governs us,
producing varied fruits with coloured flowers and herbs.

Praise be You my Lord through those who grant pardon for love of You and bear sickness and trial.

Blessed are those who endure in peace, By You Most High, they will be crowned.

Praised be You, my Lord through Sister Death,
from whom no-one living can escape. Woe to those who die in mortal sin! Blessed are they She finds doing Your Will.

No second death can do them harm. Praise and bless my Lord and give Him thanks,
And serve Him with great humility. 

A canticle (from the Latin canticulum, a diminutive of canticum, "song") is a hymn, psalm or other song of praise taken from biblical texts other than the Psalms.

Laudato Si of Pope Francis

‎  
 
Pope Francis - the Ecologist and the Good Shepherd

Laudato Si (Praise be to you.) Pope Francis encyclical letter  On Care for Our Common Home.

Two Prayers of the Holy Father Francis he offered at the conclusion of Laudato Si

A prayer for our earth

All-powerful God, you are present in the whole universe
and in the smallest of your creatures.
You embrace with your tenderness all that exists.
Pour out upon us the power of your love,
that we may protect life and beauty.
Fill us with peace, that we may live
as brothers and sisters, harming no one.
O God of the poor,
help us to rescue the abandoned and forgotten of this earth,
so precious in your eyes.
Bring healing to our lives,
that we may protect the world and not prey on it,
that we may sow beauty, not pollution and destruction.
Touch the hearts
of those who look only for gain
at the expense of the poor and the earth.
Teach us to discover the worth of each thing,
to be filled with awe and contemplation,
to recognize that we are profoundly united
with every creature
as we journey towards your infinite light.
We thank you for being with us each day.
Encourage us, we pray, in our struggle
for justice, love and peace.


A Christian prayer in union with creation

Father, we praise you with all your creatures.
They came forth from your all-powerful hand;
they are yours, filled with your presence and your tender love.
Praise be to you!

Son of God, Jesus,
through you all things were made.
You were formed in the womb of Mary our Mother,
you became part of this earth,
and you gazed upon this world with human eyes.
Today you are alive in every creature
in your risen glory.
Praise be to you!


Holy Spirit, by your light
you guide this world towards the Father’s love
and accompany creation as it groans in travail.
You also dwell in our hearts
and you inspire us to do what is good.
Praise be to you!


Triune Lord, wondrous community of infinite love,
teach us to contemplate you
in the beauty of the universe,
for all things speak of you.
Awaken our praise and thankfulness
for every being that you have made.
Give us the grace to feel profoundly joined
to everything that is.

God of love, show us our place in this world
as channels of your love
for all the creatures of this earth,
for not one of them is forgotten in your sight.
Enlighten those who possess power and money
that they may avoid the sin of indifference,
that they may love the common good, advance the weak,
and care for this world in which we live.
The poor and the earth are crying out.
O Lord, seize us with your power and light,
help us to protect all life,
to prepare for a better future,
for the coming of your Kingdom
of justice, peace, love and beauty.
Praise be to you!
Amen.


Given in Rome at Saint Peter’s on 24 May, the Solemnity of Pentecost, in the year 2015, the third of my Pontificate.

Life of Saint Francis of Assisi 



Francis Bernerdone was born the son of a wealthy merchant in Assisi, Italy, in 1181. It was during a prolonged severe illness that he became aware of his religious calling. At the age of 25, Francis became inspired by the Scripture passage of Matthew commanding the disciples to evangelize the world without possessions. He abandoned his affluent way of life and embraced a life of radical poverty, or, in the words of Francis “to wed Lady Poverty.”

Three years later in 1210, his companions numbered 12 and Francis received the approval of Pope Innocent 111 to lead a life according to the Rule of the Holy Gospel. They became a band of roving preachers of Christ, thus began the Friars Minor, or Lesser Brothers. Rejecting all material goods, Francis and his brothers preached throughout Italy. They summoned people to faith and penitence, refused even corporate ownership and ecclesiastical preference. Saint Francis never became a priest out of humility. Francis’ practice of poverty and devotion to the humanity and Passion of Christ resonated in the hearts of a world grown spiritually cold; soon a vast Franciscan movement swept through Europe. By 1219, over 5,000 Franciscans gathered at Assisi for the famed Chapter of Mats. Francis subsequently founded a Second Order through Saint Clare of Assisi for cloistered nuns. A Third Order for religious and laity of both genders was also formed. Worn out by his apostolic efforts, pained by the stigmata he had received in 1224 and blinded by eye disease, Francis died at sunset, October 3, 1226.

The simplicity, directness, and single-mindedness in his devotion to Christ, and his lyrical multi-faceted life, have allowed Saint Francis to capture the heart and imagination of men and women of all religious persuasions. Notable Franciscans who have served the Church through the centuries are Saint Anthony of Padua, Saint Leonard of Port Maurice, Saint Bonaventure, and Saint Padre Pio of Pietrelcina.

Saint Francis was canonized by Pope Gregory IX on July 16, 1228; he is the Patron Saint of Catholic Action, animals, and the environment. His Feast day is celebrated on October 4 of each year.

Acknowledgement: Internet reference and photos  
______________________________

Summary Quotes under each Chapter  of Laudato Si 
From an Article written by Kevin Cotter

Kevin Cotter serves FOCUS as the Director of Web and FOCUS Equip. Previously, Kevin served as an on campus FOCUS missionary at Benedictine College. Kevin holds a bachelor’s degree in Religious Studies from the Benedictine College and a master’s degree in Sacred Scripture from the Augustine Institute. He is the author of Through the Year with Pope Francis, A Year of Mercy with Pope Francis and the soon to be released, Pope Francis and the Joy of the Family. Kevin currently resides in Denver, CO with his wife, Lisa, and their children.

CHAPTER ONE – WHAT IS HAPPENING TO OUR COMMON HOME
Summary quote of this chapter’s goal: “Theological and philosophical reflections on the situation of humanity and the world can sound tiresome and abstract, unless they are grounded in a fresh analysis of our present situation, which is in many ways unprecedented in the history of humanity. So, before considering how faith brings new incentives and requirements with regard to the world of which we are a part, I will briefly turn to what is happening to our common home” (#17).


Summary quote of this chapter’s message: “But a sober look at our world shows that the degree of human intervention, often in the service of business interests and consumerism, is actually making our earth less rich and beautiful, ever more limited and grey, even as technological advances and consumer goods continue to abound limitlessly. We seem to think that we can substitute an irreplaceable and irretrievable beauty with something which we have created ourselves” (#34).

CHAPTER TWO – THE GOSPEL OF CREATION

Summary quote of this chapter’s goal: “Why should this document, addressed to all people of good will, include a chapter dealing with the convictions of believers? I am well aware that in the areas of politics and philosophy there are those who firmly reject the idea of a Creator, or consider it irrelevant… Nonetheless, science and religion, with their distinctive approaches to understanding reality, can enter into an intense dialogue fruitful for both” (#62).

Summary quote of this chapter’s message: “We are not God. The earth was here before us and it has been given to us…. Although it is true that we Christians have at times incorrectly interpreted the Scriptures, nowadays we must forcefully reject the notion that our being created in God’s image and given dominion over the earth justifies absolute domination over other creatures.

The biblical texts are to be read in their context, with an appropriate hermeneutic, recognizing that they tell us to ‘till and keep’ the garden of the world (cf. Gen 2:15). ’Tilling’ refers to cultivating, ploughing or working, while ‘keeping’ means caring, protecting, overseeing and preserving. This implies a relationship of mutual responsibility between human beings and nature. Each community can take from the bounty of the earth whatever it needs for subsistence, but it also has the duty to protect the earth and to ensure its fruitfulness for coming generations” (#67)
CHAPTER THREE – THE HUMAN ROOTS OF THE ECOLOGICAL CRISIS

Summary quote of this chapter’s goal: “It would hardly be helpful to describe symptoms without acknowledging the human origins of the ecological crisis. A certain way of understanding human life and activity has gone awry, to the serious detriment of the world around us. Should we not pause and consider this? At this stage, I propose that we focus on the dominant technocratic paradigm and the place of human beings and of human action in the world” (#101).

Summary quote of this chapter’s message: “It can be said that many problems of today’s world stem from the tendency, at times unconscious, to make the method and aims of science and technology an epistemological paradigm which shapes the lives of individuals and the workings of society.

The effects of imposing this model on reality as a whole, human and social, are seen in the deterioration of the environment, but this is just one sign of a reductionism which affects every aspect of human and social life. We have to accept that technological products are not neutral, for they create a framework which ends up conditioning lifestyles and shaping social possibilities along the lines dictated by the interests of certain powerful groups” (#107).
CHAPTER FOUR – INTEGRAL ECOLOGY

Summary quote of this chapter’s goal: “Since everything is closely interrelated, and today’s problems call for a vision capable of taking into account every aspect of the global crisis, I suggest that we now consider some elements of an integral ecology, one which clearly respects its human and social dimensions” (#137).

Summary quote of this chapter’s message: “We urgently need a humanism capable of bringing together the different fields of knowledge, including economics, in the service of a more integral and integrating vision. Today, the analysis of environmental problems cannot be separated from the analysis of human, family, work related and urban contexts, nor from how individuals relate to themselves, which leads in turn to how they relate to others and to the environment” (#141).

CHAPTER FIVE – LINES OF APPROACH AND ACTION

Summary quote of this chapter’s goal: “So far I have attempted to take stock of our present situation, pointing to the cracks in the planet that we inhabit as well as to the profoundly human causes of environmental degradation. Although the contemplation of this reality in itself has already shown the need for a change of direction and other courses of action, now we shall try to outline the major paths of dialogue which can help us escape the spiral of self-destruction which currently engulfs us” (#163).

Summary quote of this chapter’s message: “Interdependence obliges us to think of one world with a common plan. Yet the same ingenuity which has brought about enormous technological progress has so far proved incapable of finding effective ways of dealing with grave environmental and social problems worldwide. A global consensus is essential for confronting the deeper problems, which cannot be resolved by unilateral actions on the part of individual countries.” (#164)

CHAPTER SIX – ECOLOGICAL EDUCATION AND SPIRITUALITY

Summary quote of this chapter’s goal: “Many things have to change course, but it is we human beings above all who need to change. We lack an awareness of our common origin, of our mutual belonging, and of a future to be shared with everyone. This basic awareness would enable the development of new convictions, attitudes and forms of life. A great cultural, spiritual and educational challenge stands before us, and it will demand that we set out on the long path of renewal” (#202).

Summary quote of this chapter’s message: “In calling to mind the figure of Saint Francis of Assisi, we come to realize that a healthy relationship with creation is one dimension of overall personal conversion, which entails the recognition of our errors, sins, faults and failures, and leads to heartfelt repentance and desire to change” (#218).

* In celebration of St Francis Feastday, October 4 2015 
** Lesson on former Paaralang Bayan sa Himpapawid (People's School-on-Air) with Ms Melly C Tenorio 738 DZRB AM, [www.pbs.gov.ph] 8-9 evening class Monday to Friday

Friday, October 2, 2015

Part 1 - Profile of an Effective Teacher

In celebration of National and International Teachers' Day.  “Empowering teachers, building sustainable societies” is the World Teachers' Day slogan for 2015.

Dr Abe V Rotor
Living with Nature School on Blog
Paaralang Bayan sa Himpapawid with Ms Melly C Tenorio
738 DZRB AM Band, 8 to 9 evening class, Monday to Friday
University of Perpetual Help Rizal Graduate School Faculty
Group dynamics, a learning strategy, UST
Public School Teachers on Scholarship at UST Graduate School
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We will ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficient and effectively governed systems. ... Incheon Declaration, WEF 2015
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In a capsule an effective teacher is generally

 An expert in all four areas of teaching, namely, subject matter, classroom management, instruction, and diagnostics in teaching;

 One who has a personal educational philosophy regarding beliefs, assumptions and convictions regarding his role as a teacher;

 Married, and most likely a woman in her middle age – 40 and above; (Women dominate men in the teaching profession, 4 to 1)

 A college performer, but not necessarily an honor student and campus leader;

 One whose initial career was not set to teaching - in fact did not take up formal undergraduate education subjects and training;

 A postgraduate degree holder with a master’s degree at least, in any specific field in natural and social sciences, and other disciplines;

 A “mix-brain” that is, a person whose logical and creative hemispheres of the brain are effectively put to use in tandem;

 A model person with personal attributes, virtues, and teaching methods that nurture favorable teacher-student relationship;

 One who draws inspiration from both within and outside the school, such as members of his family;

 A cheerful, willing and motivated person always in pursuit of continued professional growth.

The characteristics of an effective teacher are described in a book written by Dr. Flordeliza Clemente-Reyes, Unveiling Teaching Expertise – A Showcase of 69 Outstanding Teachers in the Philippines. The book summarizes the results of a nationwide research initiated and funded by the Commission on Higher Education in cooperation with non-governmental organizations and various colleges and universities.

Profiling the outstanding teacher from the 69 finest teachers of the country was conducted on 28 private and 12 state universities distributed in 12 regions of the country. Twenty-eight of these teachers are Metrobank Outstanding Teachers and were automatically included in the list, while the other 41 were chosen by a composite team from CHED, the National Council of Educational Innovators (NCEI), with the support of NGOs, with De La Salle University as its research base. At the time of the study these teachers were handling courses in PAASCU Level-3 accredited colleges and universities, or Centers of Excellence, or both, and have earned the reputation of being outstanding teachers in their respective institutions.
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 The key to effectiveness in teaching is a holistic approach whereby there is a mutual and orderly interaction in the teaching-learning process. AVR
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Four Areas of Expertise of the Outstanding Teacher

The expert teacher has been found to possess four types of expertise, namely:

1. Subject matter expertise, which means that the teacher has a mastery of content-specific knowledge and the organization of this knowledge for effective instruction.

2. Classroom management expertise, that is, the expert teacher maintains a high level of on-task students’ classroom behavior, which prevents or eliminates learning disruptions, while it creates an environment conducive to learning.

3. Instructional expertise, which means that the teacher has both implicit and explicit knowledge on various teaching strategies and methods to attain predefined instructional objectives.

4. Diagnostic expertise, which refers to the ability of the teacher to know both the class and individual needs and goals, abilities, achievement levels, motives, personality attributes, and emotions, which influence instruction and learning.

Holistic Mentor-Learner Interaction

The key to effectiveness in teaching is a holistic approach whereby there is a mutual and orderly interaction in the teaching-learning process, with the teacher placing a high premium on the development of thinking and understanding. Educators attribute teaching expertise to the teachers’ affectionate interactions with the learners, and to their efforts towards developing learners’ responsibility for learning. There are of course many other factors that influence effectiveness in teaching because of the wide diversity in culture, affected by certain economic, ecological and political conditions.
Lesson: Personal Evaluation as a teacher
In the first part of this article I presented the Profile of an Effective Teacher. This time I will try to explain effectiveness in teaching with the use of appropriate expertise models based on the same book of Dr. Flordeliza Clemente-Reyes, Unveiling Teaching Expertise: A Showcase of 69 Outstanding Teachers in the Philippines, a CHED sponsored project and publication.

Teaching expertise – like intelligence – is an abstract term because of its varying composites and the many factors that characterize it. There are two compositions however which are used as basis in relating it to effectiveness in teaching. These are the following:

 Essentials – Requisites or “musts” for the attainment of teaching expertise; and
 Enhancers – teaching practices and behaviors contributory to teaching expertise.

What then is effective teaching? How is it differentiated from responsible teaching? These are questions often asked in qualitative analysis of teaching.

Expertise is divided into six domains, namely

 Subject matter

 Instructional
 Classroom management
 Diagnostic communication
 Relational

1.Subject matter expertise – All of the experts demonstrates a very thorough knowledge of subject matter, which facilitates effective organization of content to promote learning

 Thorough/excellent knowledge of content – All of the expert teachers possesses a thorough mastery of what they teach. They are experts in their field, they are well-read, their explanations are spontaneous. They know formulas by heart. Facts are at their fingertips. They have good knowledge on present issues.

 Being up-to-date with the latest developments in their fields – The experts are updated and very knowledgeable, explain new alternative ways of solving a problem.

 Knowledge of the interrelationships among the structural elements or concepts of the subject matter -
The expert teachers have a clear, coherent view of the course content in terms of interrelationships among the various topics comprising it. All of them conduct their lessons coherently, such that subtopics form into a meaningful whole.

 Knowledge of the relationship of the lesson with other courses or disciplines – An ecology teacher treats the subject as a multidisciplinary issue. Another expert, a philosophy teacher, relates phenomenology with psychology. History of art is also the story of a civilization. What is the similarity in the use of parenthesis in mathematical statements and when used as punctuation mark?

 Knowledge of practical application and concrete, interesting examples to clarify abstract ideas/concepts – All of the expert teachers have readily available examples which are clear, simple, and interesting, to clarify issues or ideas.

2. Classroom Management Expertise – This is the ability of the teacher to prepare for and provide a physical learning environment. Students engage actively in class, time is properly managed, and students behave accordingly. A highly desirable study ethic prevails in class.

 Efficient handling of routine activities and time management – All expert teachers manage classroom routine and time efficiently. The teacher is familiar with the names of his students, and knows who is absent, who is a fast or slow learner. More than half of the experts (58%) do not check attendance because the students are properly monitored and absenteeism does not pose a problem. Classes start and end on time. The teacher employs different ways of maximizing class time, such as the use of OHP, and other instructional devises, including handouts.

 Maintenance of students’ on-task behavior - 92% of the experts use this enhancer. They use socialization techniques, encourage students to recite, motivate, and check their progress. There is never a dull moment in the classroom for an expert teacher.

 Absence of class disruptions – The expert teachers make sure that the class does not suffer from unnecessary disruption. The experts are not reactive to disruptive situations; they are proactive, meaning they anticipate and prevent such situations to happen – or they can immediately remedy the situation from getting worse.

3.Instructional Expertise – The expert teachers demonstrate facility in the use of varied instructional strategies, demonstrate knowledge of different teaching strategies, adopt group dynamics, and are particular in instructional clarity. They have the ability to simplify and clearly present lessons.

 Use of varied teaching strategies – 90% of the expert teachers use varied teaching strategies. They employ other than lecture and recitation, song and movement, role-playing, pantomime, choral; reading visual imagery, concept mapping, brainstorming, contest, simulation, oral debate, cooperative learning etc.

 Use of varied instructional equipment and materials to enhance education – 83% of the expert teachers use other instructional equipment, devices, and materials (other than chalk and blackboard) to enhance their teaching. These include OHP, computer, tape recorder, slide projector, PowerPoint, videos and audiotapes, specimens, drawings, cartoons and many others.

 Instructional clarity – The students must have a clear understanding of the lesson. This is a primordial rule among the experts. The teacher clarifies at the onset the objective and coverage of the lesson beforehand. The lesson must be well organized, easy-to-follow, and direct to the point.

4.Communication Expertise – The experts are skillful in oral communication such as fluency, good diction, articulation and clear language, pleasant voice, and the like, coupled with expressive use of nonverbal language, such as facial expressions, hand and arm gestures, etc as natural visual aids. Communication is a two-way affair, characterized by attentive listening and openness to students’ questions and opinions. But the common denominator for this enhancer is skillful use of the language, which facilitates interactive and participative classroom atmosphere.

 Expressive non-verbal or body language – The expert teachers are every expressive in driving home a point through their voice, facial expression - that she herself is the visual aid.

 Excellent oral communication skills – 88.4% of the expert teachers are very fluent, articulate and have good voice quality, like a DJ. They use English and Pilipino. Even if a teacher is intelligent, if she lacks facility in the use of the language, she will not be effective.

 Provision of two-way communication – All the experts provide for two-way communication in the classroom, although they differ in that some experts speak more expressively or emphatically than others.

5. Diagnostic Expertise – The expert teacher spots and readily identifies students who experience learning difficulties. Thus he makes provisions to encourage students, or to prevent the occurrence of learning difficulties, as may be the case.

o Sensitivity to students’ learning problems/difficulties – The expert teacher uses unconventional means of checking her students’ understanding about a lesson, by intentionally giving a wrong information. She pauses and ask, “What is wrong with this?”

o Anticipation of probable problems or misconceptions – The expert teacher is a good chess player – she anticipates the next move of her opponent, and possible an error. In the classroom she is kinder, but the same principle applies in anticipating the reaction of the students, more so wrong impressions about a topic.

6.Relational Expertise – refers to the teachers’ relations skills in the classroom, which facilitate the establishment of high rapport with the class, and the provision of facilitative approaches to learning. These make the students relaxed, self-confident, and affirmed.

 Non-threatening disposition - A pleasant disposition as shown on the videotape characterize the 69 expert teachers as having very pleasing personalities. They are non-threatening, non-intimidating, and are patient. They are accommodating, approachable, and friendly.

 Enthusiasm – Teaching is acting – real acting. She puts feeling in her work. “The teacher is very lively and enthusiastic throughout the lecture. There has never been a dull moment,” comment the students.

 Providing a psychologically safe learning environment –The expert teachers are concerned of their students with TLC. It is apparent that the students feel the same to their teachers. They interact, they laugh together, the teacher gives encouraging words, and knows how to deal with them formally and informally.

 Making learning pleasant and enjoyable – Expert teachers use entertainment strategies in teaching. He applies humor. Discussion is light. There is interaction. The students are free to express their talents without fear. The expert teacher uses basic theatre techniques, such as , “Name that tune,” expression of emotions, indoor and outdoor games.

 Classroom humor – Filipinos are fond of humor. HIV is “hair is vanishing.” Pilipino for family planning, English of balot. Expert teachers chose pleasant and clean jokes. There are 27 of the experts could ignite laughter in class through jokes and anecdotes. Humor built in the lecture though is more natural.

 Magnetism/Charisma – 53 or 77% expert teachers exude magnetism, charisma, or dynamism, while they are articulate and expressive. They are spontaneous, they attract students ands sustain their interest.

 High rapport with students – All of the expert teachers hold high rapport with their students. Reciprocally the students appear pleased and happy with their teachers. Deeper than that, there is mutual trust. There is camaraderie. “My students feel comfortable with me. They treat me like a father.”

 Affectionate interaction with students – 42 expert teachers are affectionate in dealing with their students during classroom instruction.” They consider their students special and important. They do not treat their students like numbered items. It is the extra effort of the teacher, especially in difficult situations that creates affection.

Responsible Teaching
The expert teachers are concerned not only with the development of the intellectual capability and maturity of the learners but also with the students’ moral development. Responsible teaching is therefore, an essential element of teaching. The expert teachers
 integrate values in teaching,
 communicate their belief in the students’ capacity for learning,
 facilitate development of understanding and draw out generalizations and insights,
 provide students opportunities to assume an active role in the learning process and to be responsible for their own learning, and
 select and implement teaching strategies, learning activities and instructional materials.

Learner-centered teaching

Learner-centeredness – 84% of the expert teachers generally value learner-centered over teacher-centered practices. They assume the role of learning facilitators. They encourage discussions, students’ questions, group dynamics, case analysis, field trips, and the like. The experts
 adjust to student personalities
 are sensitive to students’ needs
 consider each student as unique
 know the students
 put students’ welfare above his own

Developing students’ responsibility for learning – 84% of the experts draw out from students’ understanding and appreciation of the lesson through activities that actively engage the latter in the learning process. Instead of giving her opinion on the matter, the teacher throws back the problem to the student, so that the student can think critically and independently.

Values integration – Most of the expert teachers integrate values in their teaching. They offer to new teachers the role to
 strengthen personal human values
 lead people to Christ
 imbibe gospel values
 maintain high moral values

The illustration below puts in capsule all the attributes of A Filipino Model of Teaching Expertise, distinguishing the Essentials and the Enhancers.

Part 2 - Are You an Effective Teacher? An Evaluation

In celebration of National and International Teachers' Day.  “Empowering teachers, building sustainable societies” is the World Teachers' Day slogan for 2015. 

Dr Abe V Rotor 
 Living with Nature - School on Blog
Paaralang Bayan sa Himpapawid (People's School-on-Air) with Ms Melly C Tenorio
738 DZRB AM, 8-9 evening class Monday to Friday

Opposite each item, indicate your score based on the Likert Scale (1 Very Poor, 2 Poor, 3 Fair, 4 Good, 5 Very Good) Answer those with dot/square marks only

1.Subject matter expertise

 Thorough/excellent knowledge of content

 Being up-to-date with the latest developments in their fields

 Knowledge of the interrelationships among the structural elements or concepts of the subject matter -

 Knowledge of the relationship of the lesson with other courses or disciplines

 Knowledge of practical application and concrete, interesting examples to clarify abstract ideas/concepts

2. Classroom Management Expertise

 Efficient handling of routine activities and time management

 Maintenance of students’ on-task behavior

 Absence of class disruptions

3.Instructional Expertise

 Use of varied teaching strategies

 Use of varied instructional equipment and materials to enhance education

 Instructional clarity

3.Communication Expertise

 Expressive non-verbal or body language.

 Excellent oral communication skills

 Provision of two-way communication

4. Diagnostic Expertise

. Sensitivity to students’ learning problems/difficulties

. Anticipation of probable problems or misconceptions

5.Relational Expertise

 Non-threatening disposition

 Enthusiasm

 Providing a psychologically safe learning environment

 Making learning pleasant and enjoyable

 Classroom humor

 Magnetism/Charisma

 High rapport with students

 Affectionate interaction with students


B. Responsible Teaching

 integrate values in teaching

 communicate their belief in the students’ capacity for learning

 facilitate development of understanding and draw out generalizations and insights

 provide students opportunities to assume an active role in the learning process and to be responsible for their own learning

 select and implement teaching strategies, learning activities and instructional materials.

 Learner-centered teaching

 Learner-centeredness

 Developing students’ responsibility for learning

 Values integration

NOTE: We are all teachers in our own rights - at home, in our community, in the office, and the like. This evaluation applies to all of us. xxxx