Mind Architecture

Ever since I can remember, I have been teaching. And in between my teaching periods…. I teach myself.

It might be nature which made me this way: My mother is a teacher, my aunt is a teacher, my father used to teach and my great grandfather started molding young minds at an early age of 12. And now this noblest of all profession gripped my siblings and my cousins as a barnacle would… my brother works as a college professor, my sister juggles motherhood with teaching computer to children and almost every family in our genealogical branch has sprouted a teacher.

So, why teach? Why choose a profession which practically almost everybody can do? Why waste your talents on the drudgery of everyday teaching routines?

The answer is simple, really. Why not teach? If you can have all the talents in the world…., or have a lot of possibilities in store…. or can even outshine Rigel, one of the brightest stars in the universe… WHY DON”T YOU TEACH? Why be contented in harnessing your potentials to uplift your life when you can very well use it to encourage others?

Fifteen years. It was just more than two decades ago when I started to serve as a professional teacher… but the rewards are slowly but are meaningfully pouring in… basically in the guise of the thank you notes, graduation invitations, electronic mails, text messages or the spontaneous hug and excitement I see on their faces whenever I meet them across the street.

But those are just bonuses. The real perks of being a teacher manifest in the knowledge that everyday is not a routine, really. Each day is a new opportunity to impart knowledge… to learn from the idealistic and simple views of children who profess they know something about life… to grow as a person, and yes, to borrow from one of my student’s (Alyssa Gonzales’) words:

“In teaching others, I learn to teach myself.”

Scientifically Yours

Scientifically Yours

Love is a seed that grows

Primed with constant nourishment--

It only swells to a full pledged plant

When watered with encouragement.

Love is not a matter

Though it occupies space--

Absolutely has no mass

Though in passion, carries weight!

Tougher than all diamonds

But brittle as a glass--

Malleable like gold and steel

Yet could crumble like an ash.

Love, begets love.

It’s The Law Of Conservation---

Cannot be created nor destroyed

But can only be transformed..

Opposite poles attract;

same poles repel--

Law of Magnetism in love

is so tangible and real!

Never expect a perfect return

of investment in loving free---

Some of the “love” may have been lost

In love’s Law Of Entropy.

Love is a force that propels

An object at rest into motion

Love’s Law of Inertia is so dynamic

Just be cautious of some friction.

When all else fail: faith, hope and trust

Love holds tremendously---

Such steadfast care reminds us so

Of love’s great Law of Gravity.

Love’s warmth is pleasant

To a certain extent--

Too much warmth can stifle

Like the greenhouse effect.

At times lovers move in circles

Centrifugally, centripetally… in confusion

Yet true love always finds its way

Til balance is achieved in reconciliation.

Love moves smoothly on a path

Of unabridged trust and faith---

in the vein of electrons

traveling on a complete circuit.

Love progresses along the road

Not unlike a series connection

When “the other” is indisposed

Comes forth: a sense of desolation.

Love is a glowing supernova

In the constellations of emotion

But if abused could plunge us to---

The yawning blackhole of oblivion.

Love is the turning point,

Effort, load rolled into one…

The lever we use to move the earth

If we could have a place to stand.

Akin to tidal waves and earthquakes

Landslides and volcanic eruptions--

Catastrophical love:

Is such a common phenomenon!

On Chemistry as a Subject

An essential aspect of creativity is not being afraid to fail.

-Samuel Johnson

My first real encounter with chemistry as a subject was in third year high school. That year was an extra tough one for me, probably because of a general condition that sweeps most students across the world: math and science anxiety.

To make matters worse, aside from the chemistry subject, I had two math subjects to hurdle. Back then, just a glance at the science and math books or thinking of an impending exam on these subjects would make me break out in a cold sweat.

That unenthusiastic attitude certainly didn’t help much in my college years. Even with the most accommodating and brilliant professors, I found it hard to shake off the sense of trepidation when I encounter formulas, algebraic expressions and equations. In retrospect, the blame is chiefly on my doorstep. I had viewed learning in science and math as a solitary undertaking where I could either sink or swim on my own. Thus, I never made an effort to study with my peers off class hours. I was so introverted that volunteering information in class was totally inconceivable. Even asking relevant questions about a certain topic was a major feat and on rare occasions when I managed to muster enough courage to inquire, I often ended up with mangled nerves that would persist until I went to bed.

It completely floored me when our academic coordinator assigned me to teach science . I was a fresh graduate then and as a new teacher, I didn’t have the guts to complain or voice out my uncertainty. It took me several months to get used to the idea , to finally accept that I was resigned to a fate of teaching science and to enjoy the challenge and perks that the post entailed. As I struggled and learned the tricks of the trade, I began to realize how much I missed by not being assertive in my years as a student. The more I observed the free interaction among my pupils, the greater I perceived the beauty of studying with others and creating an environment where it is okay to make mistakes. My previous experience strengthened my resolve to always create a classroom atmosphere where exchange of ideas is a natural occurrence. Somehow, science and math classes became less intimidating when they are associated with the fun of group interaction.

I was deeply reminded of these sentiments when I returned as a science student again, even if this time, I enrolled in MST (Teaching General Science). The same ghost of apprehension assailed me. It turned out that I was worrying over nothing. The class in ScEd 205 last June 26, 2005 was totally tension-free without sacrificing the essence of learning. I could think of several reasons, but foremost of which is the mutual interests of the learners who are mostly educators created an atmosphere of comfortable camaraderie. I guess, the introduction part successfully broke the ice. I was even surprised to note that time seemed to have flown so swiftly. It was quite a contrast from my previous science subjects when I was a student, when I would glance at the wall clock ever so often, they might have fallen off the wall had I been telepathetic.

We covered a multitude of interesting topics but the one which left an indelible mark was the realization of what makes chemistry such a tough nut to crack: its abstract nature. I have always wondered as a chemistry student then and as a science teacher now what’s so baffling about this subject, especially since most of my more capable pupils seem to find it more harrowing than any of the other topics in science. At last, now I know that this adversary has a name. Identifying the name of the problem seemed to have made it less intimidating. It won’t make chemistry any less easier to teach or to understand but at least, I’m certain why I have to put extra effort and patience in dealing with such a challenging subject matter.

I hope to gain more insights about chemistry as a subject and teaching chemistry in our next encounters in ScEd 205 through the guidance of our teacher, Ma’am Maya and from the personal sharing of my classmates. I’m looking forward to other fruitful and camaraderie-enhanced learning sessions.

MARIA GEE R. JACOME MST- Teaching General Science, Bicol University Graduate School

On Forest Ecosystems

Whatever befalls the earth

befalls the sons and daughters of the earth...

we did not weave the web of life;

we are merely a strand in it.

whatever we do to the web,

we do to ourselves.

-Chief Seattle

Last summer, I decided to spend my thirtieth birthday in a totally different way. When one of my friends invited me to go trudging up the zenith of Mt. Asog, I readily agreed although warning bells were clanging somewhere at the back of my head. My decision was partly inspired by a bout of recklessness… something which is entirely alien to my personality.

The first few legs of the trek proved to be as exhausting but as rewarding as I thought it would be. We passed by acres of cultivated land, several of which were corn fields, coconut groves, undergrowths of unfamiliar and familiar vegetation and fruit orchards. It rained the previous night thus, the sweet tang of the damp soil carried by the cool breeze gently assailed us. It was truly a feast for the senses. Our enjoyment was emphasized by our recurrent laughter and friendly banters.

As we dodged through the thick bushes, docked under the branches, grappled on some grasses to keep ourselves steady, conversation halted to a point that we could practically hear the pounding of our heart in time with the chirping of the birds and the muted sounds of some unseen creatures. It was even more of a feast to the senses.

And then we came to a clearing. All that talk about the necessity for forest conservation, or the knowledge about kaingin and other virtually destructive practices did not prepare me for the devastation before my eyes. What was before us was the charred remains of what I pictured to be thick foliage of trees and plants which once must have housed thousands of varieties of plant and animal species. Yet, one of our guides informed us that what we were witnessing was mild in comparison to other areas in the same mountain. Listening to somebody discussing the scenario as “mild devastation” was a complete anathema to me. If that was mild… how can something be worse?

I could tell that the scenario depressed most of the neophytes. A tree can be a sanctuary to hundreds of species. Cutting one would be tantamount to cutting the lifebreath of these species. But burning a vast patch of land is simply murderous!

“Leave nothing but footprints… Take nothing but pictures.” This is the silent code that every noble mountaineer lives by. I can’t help but think that this world would be better if everybody thinks like a noble mountaineer. The experience in the mountains has given me more than I bargained for. I was seeking for adventure but I found an awakening. Now, a new challenge awaits me… the challenge of getting my pupils to care for the environment.

I admit that the discussion about the importance and care for living things (plants and animals) have usually taken a backseat to the clinical facts in science, particularly in biology. There was even an assumption that our pupils generally know that taking care of the environment is important and so the discussion about environmental concerns, including forest ecosystems end up as half-baked lessons, “squeezed lessons” or haphazard lessons, just so the course description will be completed… worse is, the literature sometimes land as take home tasks , using the premise that the readings are “self explanatory”.

The science teacher is also a major key in motivating the pupils to take an interest in environmental concerns. Unfortunately, only a few are really updated on the issues regarding such. The interdisciplinary approach in teaching science and technology is often too much to handle for some science teachers. The temptation to rely on books and rote learning is too great especially if the teacher strives to finish everything in the course outline. Investigation , exploration, experimentation and even inquiry learning takes up so much time that there is a danger that not all the lessons may be covered (That would be fatal if the district achievement and division achievement tests are fast approaching). Field trips should do the trick to encourage even the most impassive learner, except that planning alone would take up the bulk of the time, not to mention the other considerations that go along with it.

Now, those were the excuses that any science teacher may resort to. But the modern science teacher would strive to find a way and around these excuses just to provide quality education to the learners. The better ways are usually the hardest and most complicated ways . Teaching environmental concerns , forest conservation and rainforest appreciation can best be imparted through hands on experiences, that is… letting the kids see for themselves what a forest is, if possible what a destroyed forest look like. Involving the learners in finding solutions to the problem, instead of just infusing or smothering them with solutions will train them to think for alternatives and be more critical of the situations at hand.

The importance of rainforests should be emphasized in a manner that they will be best retained in the mind of the pupils. It will help if the application will be discussed alongside their importance like in the following instances:

Ø Roots grow towards water and gravity. That is how plants respond to stimuli. You also respond to stimuli. But unlike plants, you can either grow into a mature human being or deteriorate into a spoiled brat. Plants don’t have choices. You do.

Ø Mass media is like sunlight and we must be like chlorophyll. We must absorb only what is useful, interesting and relevant to us. Unfortunately, many of our young people absorb the opposite… crime, sex, corruption, etc.

Ø Providence has given every creature an adaptation for its own survival. Human beings are a lot blessed; they are given an intelligence and a free will to design and decide their own survival. How can we use this gift to preserve nature?

Ø No organism can live alone. Every man needs other men in order to survive and develop. Every man needs the nonliving environment as much as the living in order to sustain himself. Thus, every man must learn to protect both the living and the nonliving things that surround him, if he wishes to protect himself.

Ø The interlinking of different food chains is characteristic of an ecosystem. Similarly, the interlinking of various disciplines is characteristic of a n educational system. In school, you do not only learn how to read, or write or solve math problems…. you learn about life.

Furthermore, science teachers should be more equipped with knowledge about the environment in general and the forest in particular to obstruct any misconceptions related to the study of the rainforests and environment. They should also be adequately creative to make the most out of the materials and other resources in the locality for any topic discussion, particularly on rain forests. Traveling, attending seminars focused on the cause of conservation, membership in civic organizations which take active part in conservation and yes, engaging on activities like mountain climbing can also enrich a science teacher.

A month ago, the thought of providing my pupils with the hands on experience spurred me to bring a selected few on a trek towards the crater of Mt. Asog. We weren’t able to go down the crater due to the weather but I could tell that the experience proved to be more rewarding and enriching to the kids than ten classroom sessions on rainforests and environment. Their shared experiences inspired some of their classmates to acquire a new perspective about forest conservation. One pupil was even spurred to write a poem about forests while another wrote a letter addressed to the Department of Environment and Natural Resources.

Then just a week ago, the same inspiration prodded me to bring the pupil government to the foot of the mountain where an Aeta settlement area is located. Our main objective was to conduct the annual Share A Joy ( a gift giving activity sponsored by the pupil government) . Along the way, the children noticed the beauty of the rushing water, the myriad plants and trees that profuse the sides of the mountain, the animals that thrive in the area and most of all, the way of life of the people in the area. I could tell by the lively chatter inside the van on our way home that by choosing that area for gift giving, they were more enhanced as persons. Every dirt on their soiled shirts and shoes bespoke of an unforgettable insight …insights to human nature and insights on nature itself.

But to those who don’t have the resources like time and inclination to go on a field trip, the school garden or any garden would be a good place to start. In fact, it would be better if the pupils will cultivate their own crops. This way they will be more cognizant of how to keep things alive. Each learner should be encouraged to care for something beyond himself. Consideration should be taken to emphasize that every ecosystem is a life-support system. It is equipped with natural means of protecting itself from the ill effects of natural and man-made disturbances, but only to a certain extent. It has, nevertheless a limited treshold and carrying capacity. Beyond this limit, ecosystemic functions will be impaired, environmental degradation will take place and life will be threatened.

Life is short and terminable. To a science teacher, it is twice shorter because a lifetime of teaching will not suffice to impart all the scientific facts ( even if it’s only all about rainforests) . But at times, when a teacher does it right in one setting, the golden grain of thought could stretch for eternity. Or as a poet aptly put:

a butterfly flies beside us like a sunbeam…..

and for a brief moment its glory and beauty belongs to our world.

but then it flies on again…

and though we wish it could have stayed,…

we feel so lucky to have seen it.

MARIA GEE R. JACOME MST General Science , Second Semester, S/Y 2005-2006

Touch

Tangere

What’s in a touch?

Full, unabridged assurance

Explicitly states:

This is me…

I’m here for you

Don’t worry--

I won’t let go.

What’s in a touch?

Courage passed on

Through the linkage of two hands

Passing on strength

That even if you fail

You have me---

To fall back on-

What’s in a touch?

Emotions conveyed

Unsuppressed. Pouring in

I feel your fear

I know.

Truly--

I care.

It was just a touch—

But it would have been

A tight embrace

For when fin’lly you let my hand go

My shattered world

My broken dreams

My scarred heart---

Became whole again.

-On Cue 12/17/06 Masosu spring resort

Sonnet d Solitude

Sonnet de Solitud

Don’t leave me in this room

Alone, to face my gloom

Yet how can I ask this---

When you’ve already left me?

Don’t let me feel the night

Despondent, filled with fright

But how can I ask this

When you’ve just left me?

Don’t give me memories

Pretend you like my wishes

Could I still ask you this---

When you’ve already left me?

Don’t try to make me happy

Or keep my tears at bay

How can I wish of this

When you’ve just left me?

Don’t try to ease my pain

Let me walk it through the rain

Could I demand of this

When you’ve already left me?

Don’t try to shield my fall

Look as if you heard my call

Oh, how can I even think

When you’ve just left me?

-On Cue 2/14/07 HCEC

Reality Bites

Reality Bites

The real world---

Has no sympathy for the weak.

For those who suffer

For those who grovel

On their feet.

It caters to the strong—

The bold and audacious,

Exalts the proud

Reveres the cunning

Applauds the courageous.

The real world sucks

It is never fair and just

Whoever says it is

Is living in fantasy

And would do well wake up.

The real world doesn’t care

If you’re alive or not

It thrives for people

Who take what they can

Whatever the cost is -from life.

The real world dashes dreams

To useless, meaningless dust

Lets you run smack

Into what truly is

With your eyes open wide.

A pity…such a pity…

We’re living in such

A real world

A cruel world..

But we are still alive, aren’t we?

1/21/05 hcec