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I was so happy when I read their feedback about my personality and teaching. Most of it

is positive but I want a negative comments. Positive comments like that they learned a lot

because I am their teacher; they understand the world of math because I made it simpler and

easier and that is my strategy; and they always said "thank you" because I came to their lives and

become a part of it. I made their days meaningful, enjoyable and exciting. I really appreciated

some of their comments. They also made quotation and an acronym.

Obviously, I will miss the day when I'm with them. The laughter we shared and the

moments we gathered. Like what I told in one of my students in Rizal that people come and go.

They will make good and bad memories but time passes by, they need to let go. As I reflected on

it, I realized that it's a must to get out of my own shelter and not staying for a long time on it. I

made this so far and time goes by, I will meet many students like the personalities they had.


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A children's rhyme linked the domains of the three Rs-reading, 'riting and 'rithmetic-long

before the whole language philosophy or integrated curriculum became focal points for

educators. Letters, symbols, and numbers are the primary methods of communication in the

world. This includes the universal sharing of ideas, concepts, data, and information. This

common role in society creates a natural connection for the integration of reading and

mathematics in the school curriculum.

Success in reading and mathematics is based on process skills that incorporate the

integration of contextual information and with prior knowledge to produce meaning. The

development of the skills involved in these domains could be considered the four Cs:

construction, collaboration, context, and communication. Knowledge is actively constructed in

each of these areas. In reading, letters form words that symbolize objects, attributes or action. In

mathematics, numbers symbolize amounts, patterns or relationships. These words and numerical

expressions create a basis for additional focus or information processing. This knowledge can be

constructed and enhanced through collaboration with others in the classroom or workplace.

Knowledge is communicated with others to share, compare and assess information.

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³Letters, symbols and numbers are the primary methods of communication in the world.´

I do agree with the strategies that Bickmore ± Brand about language can be applied to the

learning of mathematics. Learning language creates a meaningful and relevant context for the

knowledge, skills and values of math. The language helps the students to realize the starting

point of interest in mathematics. It provides opportunities for the learner to see the skills,

processes and a value of mathematics by the teacher¶s modeling. It facilitates the higher order

thinking skills of the students by helping them to identify the learning processes and how they

learn.

Reading provides both context and motivation for the mathematics students. Reading

from textbook and other learning materials can support the students with an intertwined basis for

receiving and sharing information. Reading can supply a common set up, surrounding and

information for application of students¶ mathematical skills. Reading provides an interesting

content that students can explore.

Language use in mathematical skills such as posing questions; sequencing events in a

story; constructing charts and graphs to illustrate the impact of details; predicting and

hypothesizing research; validating and persuading; and conferring with others to generate new

knowledge.

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¬c Practice Teaching

  §
  

¬c Teaching at Private School

¬c Attending Professional Seminars

¬c Taking up Master's Degree

!§

¬c Taking up Licensure Examination Test

 

¬c LET Passer and Professional Teacher

¬c Teaching at Pamantasan ng Lungsod ng Marikina

¬c Attending Professional Seminars

 "

¬c Teaching at Public High School

¬c Attending Professional Seminars

¬c Building up a business

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¬c Taking up Master's Degree

¬c Attending Professional Seminars

#§"  

¬c Master Teacher 1

#§"  

¬c Master Teacher 2

¬c Department Head

¬c Speaker for the Professional Seminars

#§  

¬c Principal

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