One of the songs I sing as a child still stick with me:
パーフェクショニストの BOSSY BOSS
あなたがやらかす小さなミスも黙ってカヴァーしてる
COPY THAT!!!
コピー! コピー!
バックアップのリクエストに
COPY, COPY THAT!
COPY, COPY THAT!
COPY THAT!!!
有能な参謀は
COPY THAT!
ALWAYS SAY…
COPY THAT!!!
声がおかしい
MY SISTA, MY SISTA
貧血それとも失恋? ANYHOW,
YOU REALLY NEED ME A.S.A.P.
CALL ME ON THE LATE NIGHT
HONEY, 全然構わない
PIZZA より早い SUPERWOMAN
NEVER SAY “NEGATIVE”
COPY THAT!!!
コピー! コピー!
バックアップのリクエストに
COPY, COPY THAT!
COPY, COPY THAT!
COPY THAT!!!
最強の相棒は
COPY THAT!
ALWAYS SAY…
COPY THAT!!!
どうしようもない MY BABY BOY
何から何まで頼るんだから…
I'VE GOT SO MUCH LOVE FOR YOU
CALL ME ON THE LATE NIGHT
HONEY, 全然構わない
PIZZA より早い SUPERWOMAN
NEVER SAY “NEGATIVE”
COPY THAT!!!
コピー! コピー!
バックアップのリクエストに
COPY, COPY THAT!
COPY, COPY THAT!
COPY THAT!!!
恋する才媛は
COPY THAT!
ALWAYS SAY…
COPY THAT!!!
COPY THAT!!!
コピー! コピー!
バックアップのリクエストに
COPY, COPY THAT!
COPY, COPY THAT!
COPY THAT!!!
有能な参謀は
COPY THAT!
ALWAYS SAY…
COPY THAT!!!
HOLD ON NOW
I'M COMING
YOUR SATISFACTION'S GUARANTEED
BABY
COPY THAT!!!
コピー! コピー!
バックアップのリクエストに
COPY, COPY THAT!
COPY, COPY THAT!
COPY THAT!!!
最強の相棒は
COPY, COPY THAT!
ALWAYS SAY…
COPY THAT!!!
COPY THAT!!!
コピー! コピー!
バックアップのリクエストに
COPY, COPY THAT!
COPY, COPY THAT!
COPY THAT!!!
恋する才媛は
COPY, COPY THAT!
ALWAYS SAY…
COPY THAT!!!
Our attention now shifts to Education 4.0, which puts premium on mobile learning, individualized learning playlist, flexible and customized curriculum and hands-on and practical application of knowledge.
Society will be de-schooled to give way to a diverse learning eco-system driven by learners and their interests and no longer will schools dominate decisions about what and how to learn. Credentials of mastery can be obtained from diverse providers and platforms. Teachers’ role will be challenged by other learning agents. The entry of iGen learners in our schools challenges us to imagine how education of the future would look like.
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Are Philippine schools designed to cater to this new type of learners? Do we have the teachers that are fit for iGen learning requirements? Are Philippine teacher education institutions (TEIs) producing the competent teachers the country needs?
We need teachers who will not just be facilitators of learning, but also innovation catalysts. We definitely cannot future-proof our schools overnight. Nor can we immediately make innovators out of our teachers. The culture nor the system is simply not there yet. We must therefore undertake a major rebooting now to upgrade our education ecosystem.
The question now is how do we make teacher education future-proof?
We need to re-define even re-invent teacher education vis-à-vis the future.
As Rothman advised, teachers need to be provided with meaningful, tech-focused, professional development as they transition from a traditional learning model to one that is transformational.
The teacher education curriculum should be innovative enough to include, for example, a) coding and application development to equip our pre-service teachers with the skills needed to develop digital solutions to their teaching-learning problems; b) design thinking for innovation; and c) teaching applications that would work best in handling the “content of the future” using software, hardware, digital, technological and social media.
There is a need to build an education ecosystem that involves not only the schools to take care of the education of our children, but also a strong support from the business sector, the community and the parents. As the saying goes, “It takes a village to educate a child.”
We need to level up the technology infrastructure in the country to reach even the remotest barangay in the country for inclusive education to serve its purpose. Learners from these geographically-challenged areas must also benefit from Education 4.0. No one should be left behind.
We cannot continue doing more of the same things. The time is now to start the process of re-booting our education. We should stop playing catch up.
* * *
Ma. Antoinette C. Montealegre, D.A. is the officer-in-charge at the Office of the President of the Philippine Normal University and the concurrent Vice President for Academics. - Ma. Antoinette C. Montealegre, D.A.
Summary of My Life:
Inhale oxygen, eat protein and vitamins and minerals and water
Think of ways to catch a "mouse", something unclean, fake and destroy it.
My first mistake:
1) Deciding to live.
2) Deciding to live in the Philippines when I was small (the environment upsets me particularly my mother's workmates and my mother herself).
2) Enrolling not in the best schools in the planet.
3) Not choosing or searching for the best teachers in the planet (it should have been home schooled under the best teacher).
4) Financial Problem.
5) IQ isn't 1 million.
6) Groundless goal
(I thought if I try to memorize everything, I can teach concepts to people. But that isn't enough. You have to demonstrate it.)
Psychological abuse, also known as mental or emotional abuse, involves using verbal and non-verbal communication to try to control someone or harm them emotionally.1
Though psychological abuse doesn’t leave bruises and broken bones, it can cause severe emotional issues and mental health conditions.2 This form of abuse can be harder to detect; however, it’s important to recognize it and seek help as soon as possible, as it is often a precursor to physical abuse.
Selective mutism
Selective mutism is an anxiety disorder where a person is unable to speak in certain social situations, such as with classmates at school or to relatives they do not see very often.
It usually starts during childhood and, if left untreated, can persist into adulthood.
A child or adult with selective mutism does not refuse or choose not to speak at certain times, they're literally unable to speak.
The expectation to talk to certain people triggers a freeze response with feelings of anxiety and panic, and talking is impossible.
In time, the person may learn to anticipate the situations that provoke this distressing reaction and do all they can to avoid them.
However, people with selective mutism are able to speak freely to certain people, such as close family and friends, when nobody else is around to trigger the freeze response.
Selective mutism affects about 1 in 140 young children. It's more common in girls and children who have recently migrated from their country of birth.
Signs of selective mutism
Selective mutism can start at any age, but most often starts in early childhood, between age 2 and 4. It's often first noticed when the child starts to interact with people outside their family, such as when they begin nursery or school.
The main warning sign is the marked contrast in the child's ability to engage with different people, characterised by a sudden stillness and frozen facial expression when they're expected to talk to someone who's outside their comfort zone.
They may avoid eye contact and appear:
- nervous, uneasy or socially awkward
- rude, disinterested or sulky
- clingy
- shy and withdrawn
- stiff, tense or poorly co-ordinated
- stubborn or aggressive, having temper tantrums when they get home from school, or getting angry when questioned by parents
More confident children with selective mutism can use gestures to communicate – for example, they may nod for "yes" or shake their head for "no".
But more severely affected children tend to avoid any form of communication – spoken, written or gestured.
Some children may manage to respond with a few words, or they may speak in an altered voice, such as a whisper.