Impulses
Non multa, sed multum
The past weekend was a very glorious day for Ateneo de Iloilo High School, being victorious in two major journalism events in town: The Golden Pen Awards and the ABS-CBN Newscasting Competition.
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Senior Victor Robinson III, editor in chief of Ripples, Ateneo's official school paper, has convincingly won first place in Hiligaynon news reporting while Ateneo grade school reaped gold and two bronzes in blue-and-white pupils Alyanna Krista Fuego, Hannah Celajes, and Lourde Edrick Leyson, respectively.
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The outnumbered "Hail Mary" scribbling squad also did the same feat in the DepEd and ABS-CBN-sponsored Golden Pen Awards by retaining the overall championship for the fifth consecutive year. This time, it was a concerted effort from all the Ateneans who voluntarily sacrificed their weekend to represent the school in the yearly writing joust.
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The second place went to worthy challenger Assumption School Iloilo, followed by the humble but potent Balasan National High School, Colegio de San Jose, Westbridge School for Boys, St. Joseph School, Yamato, and Western Visayas College of Science and Technology.
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It is worthy to mention that Assumption School, for all that its worth, graciously accepted their trophy with a beam of confidence. The 80-student strong Christian school, with their two lovely advisers, greeted the Ateneans with a choir-like "congratulations." The latter answered in the same intensity, "thank you." All were done at the stage of the Doane Baptist Academy covered gym, September 2 with hundreds of participants and parents standing as witnesses.
This is a very rare occasion of sportsmanship at its best.
For the people of Assumption, I say to you, you did great! You are, unquestionably, a worthy ally in our quest for excellence and propriety whether in journalism or in the more complex field we call life.
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This month is my observation moments as a physics teacher in Ateneo de Iloilo. Short by saying that September, for me, is the month of leathery, no-holds-barred, no nonsense, perfect-your-lesson plan, scheduled supervisor visits. I'm sure all teachers from the far North to the far South will agree on this.
But this is not a tough moment after all for this so-called instructional pressure that I am experiencing right now has encouraged me to review the Ignatian Pedagogical Paradigm a.k.a. IPP.
Permit me to list down some salient points in the IPP that serve as every Ateneo teachers' guide in doing and living school chores.
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That "learning" is meant every method of experiencing, reflecting and acting upon the truth; every way of preparing and disposing oneself to be rid of all obstacles to freedom and growth.
Learning leads to the appreciation of God's creation and the fleshing out of the things that a true Christian must do. Leaning knows no walls. Therefore, each frontier must be explored with awe and prudence.
Yes, this is true to all subjects so when you teach science, never forget that the biggest idea of the lesson is that, understanding science (or whatever subtopic that is) should be directed to valuing God's presence in all things consequently living well-brought-up life to the fullest.
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In all learning we make use of the acts of intellect in reasoning and acts of the will in demonstrating our love.
Cognitive level of learning is good, but this is best expressed in action. To walk the talk is the main course of every classroom meal. For, as they say, work (or action) is love made visible, but work can never be worthwhile if it is not nourished by well-though-of love.
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When the teacher sees the student is not affected by any experiences, he or she should ply the student with questions, inquire about when and how study takes place, question the understanding of directions, ask what the student's reflection yielded, and ask for an accounting.
The merit of critical thinking in education is primal. This should be nurtured well by challenging students in whatever creative and cerebral way possible that will lead to concrete, relevant steps that are lasting and purposeful.
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The student should set about learning the matter of the present as if he or she were to learn nothing more. The student should not be in haste to cover everything. "Non multa, sed multum (Treat matter selected in depth; don't try to cover every topic in a given field of inquiry or study)."
Remember this: Not more, but much.
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The student should give to learning the full time that is expected. It is better to go overtime than to cut the time short, especially when the temptation to "cut corners" is strong, and it is difficult to study. Thus the student will get accustomed to resist giving in and strengthen study in the future.
The message is clear: Show to students how not to give in (or how to face challenges) and they will follow you.
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If the student in learning is going along with great success, the teacher will advise more care, less haste.
Yes, education may be an end in itself, but learning is incessant.
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These classroom precepts were written by St. Ignatius centuries ago. It has been used by the Jesuits ever since. So it is not surprising that reading this again, for me, would be helpful and a blessing for my class observations.
I hope they work in handy for the readers, too.
(Engr. Herman M. Lagon may be reached through h_lagon@yahoo.com.)