Arnel Francis

ON VALUES Learned

2011-01-04T22:43:00.000-08:00

MAN, in the course of his LIFE, learns… Learning is actualized and proven that there is such when something in him CHANGES – his attitudes, outlook of things around him.

I have assessed myself this past few years and have approximated all the VALUES I learned in time – the value of PATIENCE and SELFLESSNESS.

When I started teaching in College, my expectations toward my students were big. I sometimes lose my temper in the middle of the class and assert my being the Master of the room. Later on, I realized that I couldn’t put my way of thinking with that of my students. I slowly embraced the idea of individuality that each has his own capacity,his LIMITATIONS. Now, I can laugh with my students, play on to their incompetent response to questions at times and making their FAILURES as nothing to be worried about. I realized that I need to be of good example to them by showing them and not by telling them what they ought to DO and what they need to value.

Another thing is being SELFLESS. It is not only being considerate of others but also working for others. My being a parent has taught me to satisfy the needs of my children first before my very own. I never thought of these things when I was still young. Is this the essence of WISDOM? That things learned come in MATURITY? No wonder why people equate it with age…

Point,point,line...

2010-10-26T16:22:00.000-07:00

My first day with Ms. Myra Beltran proved to be a real opener to the world of Contemporary dance. More than I have expected it to be, dance composition has taken a higher plane than just the dynamics one needs to learn. The technique class was an agonizing starter that made me love the floor and realize that the dancer needs to embrace his basic space- the floor or the ground. Finding one’s center and making it the source of all movements make everything easy. Yes, this was easier said than done. I have learned this in our Modern Dance class but there’s a time to rekindle and relish every bit of the feeling again.

Laban cube taught me the basic of going from one point to another and finishing it into a LINE without compromising the process. Every choreographer, I believe, should go back to these essentials. True to what Ms. Beltran has said, a lot of movement and meaning can be drawn if a choreographer views the space from the outside. As complex as it is, breaking down a movement into simpler basic unit helped me understand the origin of many movements. A choreographer must now learn to either break it or add an entirely different one to suit his theme or story.

Another lesson that squeezed my grey matter was complementing both the movement of the upper part of the body with that of the lower one and vice versa. It taught me that every part of the body must help to bring out the story. My first attempt of presenting what I painstakingly thought of giving a story with my lower faculties was, I presumed, ineffective but completing it later with the upper body gave me the relief that my message went through.

My first day was promising with hopes of bringing me from point to point and finally into coherent LINES that dance composition encompass. I expect that more is to come and I am thankful for having learned this from such a brilliant dance teacher, Myra Beltran. What a great Day 1 it was….

Points to line to others

Rather than just carving the space from point to a line and going crosswise in Laban, Day 2 allowed us to go further, freer... Now we can please ourselves to move our hips, shoulders and even elbows to form arches and curves. Ms. Beltran calls this “O-ing” and “U-ing” and as the name implies, points can go in the shapes of these two letters. We now learned to use that residual movement, for which Ms. Beltran repeatedly emphasizes, to make a more sensible, organic one. The migration to another point creates smooth strokes now, like a painter brushing on a bigger canvas of space.

From exhausting all possibilities of movement, we were taught to transfer it now to another body- the Partnering. This duo in composition gave substance to how bodies receive and react to another. I have never thought partnering in contemporary dance creates such natural moves. I now learn how it greatly differs from a classical duet. Nothing is put on, nothing artificial.

The two-day learning blew everyone down physically. The minds were still willing but the bodies and faces cannot deny the trace of exhaustion. Yet Ms. Beltran has proven to be a real sensible teacher. Through the words that came out from her, I still managed to jot down some lines worthy of contemplation. Our last activity for the day though bargained to be continued on the following day still dripped some pulpier juices to savor. Ideas like “any movement created or thought of by a choreographer is his own discourse or point of view” was well understood. Nothing is right or wrong but there is such thing as logical or illogical movements. What makes a movement ugly or wrong lies in the INTENTION of the choreographer.

Another day closes, points coming out to be stronger for a curious lookout to Day 3.

Points to Viewpoint

Day 3 has offered a more fulfilling journey, for I have fathomed not only what contemporary dance really is all about but what Myra Beltran’s philosophy stand for. The lectures she gave from Day 1 slid into a tangible hold to deepen our understanding. Quite a turn of event, a new dimension of her persona surfaced. Her philosophy lingered and stood by what she preached since Day 1. Everything is almost boxed now ready for a surprise to anyone who dares open it. “I love CHAOS in Dance” leaked out from her mouth. She said this in a tone like somebody admitting guilt but her eyes pictured a different thing. She responded and defended herself when I personally asked her how. Myra Beltran has indeed proven herself to win the battle- a bit Duncanic, I believe. She avered that dance should be a complete narration of the entire being, a world of its OWN.-complete. It should NOT be in the beauty and perfection of the form that one should look into but the sheer intention of the choreographer/dancer where the true essence lies.

Day 3 activity of interpreting everyday gestures was not that easy to grasp. I had my brains figured it out long before I realized what I chose as an everyday thing was difficult to explore. One great about Ms. Beltran is that she trusts every one of us that we could figure it out to the very last fibers of our ability. We all have memories in our bodies that are just waiting again to be used. Encouragingly puts in her idea was more likely a better alternative, I registered. I became visual in taking in the lectures. From her correcting each piece of work, I deemed my own as “I-could-have-done-better”.

Viewing other works has presented a fresh option for learning. Ms. Myra gave us the taste of setting our minds “en contemporaine”. Truly sharpening our eyes to details, indeed, is not an easy task for choreographers.

Our day ended late. Ms Beltran gave us an assignment of working on our A-phrase. “I want you to use up and explore everything with just a single grain of rice” was her instructions. I wondered whether I can carry on the tasks but the light on the other end is brighter now. I can’t wait for tomorrow.

Flipping points to different plane

Day 4 of exploration was done bigger now. Using all other tools ranging from Laban cube to points, curves and circles and throwing it on another plane, we advanced. I thought the end of exploration was there but I was mistaken. One can go back and pick up those “thrown” movements by avoiding the same line or point. Composition indeed has no boundaries only limitations that choreographers put into.

We made dizzying floor combinations. Yes, circles were today’s theme movement in our technique class. From doing combos in floors, Myra brought it up without losing the circles, either inside the body or out in space. I have noticed my own body churning something out of Ms. Beltran’s fresh vocabularies in the afternoon. They were still raw and not as relaxed and founded as Ms. Beltran execute it.

The A phrase is now given a new dimension either by putting in a faceless, non-mimetic, emotion or tracing back what has been thrown and start a new one. Infusing emotions and letting body parts speak it was a difficult task. It is so surprising that phrases can bud from the basic A phrase.

Choreographers do need to “sing out” their phrase. Phrases are like musical fugue, according to Ms. Beltran. One just needs to listen. The rhythm will now help in developing a similar phrase. Our dynamic teacher helped each one of us figure out this brain bursting chore by putting in her comments and one-of-a-kind suggestions.

Our day ended with us thronging around Ms. Myra. Though she had the lesson completed, we sought her comments to further our tasks of improving. I don’t know whether I was doing this to please her or myself but I was sure of discontentment. The following day according to her would be synthesizing everything. I hope and pray that I may do it satisfactorily.

The Point of Bursting

Day 5 came with less enthusiasm. The hope of having ALL of these come to a head with the purpose is much stronger now. My lower back complained tremendously that I need to hush it for a while. Unmindful of what the teacher would say, I slumped on the sidestage wishing she would realize that its 12 o’clock already and we need to break. Ms. Myra must have forgotten the science of overusing specific muscle groups. I was quite furious already of us needing to repeat combinations over and over again. Not when Ms. Beltran admittingly said she crammed us that I admired her and understood. That, I believe, was the process really of making a dance, draining out all possible explorations.

Reviewing everything from Day 1 was a torture. Ms.Beltran has planned that we are going to perform it in the final night. Not only that, I have learned that those mini-exercises we did have to be regurgitated on that same night. I could not remember what I did. Was this the “picking up again of the exploded points we’ve thrown” that she’s telling us ? only now on a bigger scale? I wonder.

My solo came out with ease. Ms. Beltran was satisfied with what I presented at first only that I need to add 16 counts which I thought of was the reverse of my pattern. Not until I had performed twice have I learned that an ending was necessary. It was that time that I really wished I was younger. Only if my body were that of a twenty year-old could I have given more. But I guess, the idea was there and I know I have done the task.

Programming the culmination for Sunday was another scare. I really could not make sense of her ideas. But Ms. Beltran is herself. My trust in her is more than my trust in my body to perform. I cleared away from the rest of the group during dinner break, wondering as I set off for home. I leave that for tomorrow for I have had enough for the day.

Recollecting Points

So it was decided. Myra Beltran’s vista of looking at all our pieces made her opt on presenting it as a RECIPE. It was simmering and promising- ready for all to savor. No secret style or ingredients kept. Every bit of learning from Day 1 was ruled on to be exposed. My apprehension on my performing the entire program was stronger than the boredom it would set the audience. My concern lies on doing the technique class. Will I be able to recall them and perform them as well? The whole day was set for rehearsals. We had a more composed, relaxed floor and barre exercises. Ms. Myra must have sensed our enervated bodies. Our review of the chunks and pieces of learning’s that we had from Day 1 was a real challenge. All combinations looked similar now. Not until Ms. Beltran rationalized each of the five technical combos she chose to be presented were we guided. Minds were busy deciphering each, wishing we could still relive that same feeling when we first captured them.

The run was a disaster as expected. The chef must now have her first try of the recipe. We were like atoms uncontainable in one quantum level of energy. I cannot remember my “Point, point, line” combination. Maybe the exercise had not sunk deep in me. The technical run in the evening was better with hopes of going further tomorrow. I’m still looking forward on giving my best with the support for Ms. Beltran’s goal of putting and cooking EVERYTHING in one pot.

Final point

Just when the chicken was ready for the oven, my exploratory urge fortified. I managed to come up with fresher movements on the very performance. I was amazed and happy about myself. Not thinking about it and just letting my body go created a different flavor to the recipe. The optional olives and the extra cheese in Myra Beltran’s Chicken Galantina must have done it.

In the morning of the Day 7, we toiled still in perfecting the Techique class presentation, which needed everybody’s synchronicity. Ms. Myra urged us to "place" our body first in any movement. That was the only time I realized the need to do that. In this workshop, I learned that the choreographer needs to experience the movement first before giving it out to the dancer. Only the choreographer could learn more about his movement from his very own exploration. I knew now of Ms. Beltran’s reason of letting us do our very own compositions. The 7 days have given me sustained sore muscles, wounds, bruises on feet, knees, elbows, shoulders and not to mention my hips when I slumped doing my solo but my heart was full of endearing moments of learning.

Ms. Myra Beltran has changed me and my entire outlook in DANCE. No amount of words of gratitude, I know, could equate the amount of love, patience, and perseverance she has put into her chicken recipe. Now it’s being served, anyone can have a bite.

Arnel Francis V. Morales

MULIHOK Dancemakers Laboratory

Workshop #2 w/ Myra Beltran

October 25-31, 2010

The Big Night

2010-10-05T19:20:00.000-07:00

A big night of big REFLECTION

The MKD Big Night is a conglomerated school activity with the intention of joining the P.E. and Humanities Nights into one purposeful event. In believing that LEARNING transgresses the four walls of a classroom and a measure of innumerable angles of intelligences, it has metamorphosed into more than what is EXPECTED- the students stepping into the mold of MATURITY in such a short period of time.

Basic performing arts discipline are enmeshed with the textbook knowledge that students have drawn through the course of study, exhaustingly realizing the value of believing in oneself- that there is something everyone can SHARE. Leadership skills are fine-tuned, abilities in script-writing and delivery are augmented. Added to that, raw gifts for stage designing, managing, costume making and even to the higher end of directing are tapped, developed into serious considerations.

In support, the faculty has proven to be sure-fire of the entertainment vitamin. Their willingness to bond with students makes this experience unique and something the students would treasure. Finally, the thing that ices everything into one sensible and palatable presentation is the THEME – the big, sturdy thread that sews together ALL the performances into one coherent whole.

Now, it has been my fourth attempt of handling such one-of-a-kind, self-humbling responsibility. My promise to keep this legacy burning till it simmers into a tradition is a dream. The world outside the student may step into after school is the REAL labyrinth of life. My wish is for them to realize the importance of each DAY of learning, each bit of EXPERIENCE that may happen only once but can be valued for a lifetime.

Prof. Arnel Francis V. Morales

Humanities Teacher/MKD Big Night Director

( MKD stands for Mindanao Kokusai Daigaku, a Japanese language majoring college in Davao City)

On Valuing TIME

2010-09-19T23:18:00.000-07:00

" Time, time... just when we're starting to think that we have it, a fraction has been gone "

- A.F.V. Morales

"What day is May 5?...how 'bout May 13?". My unending recall of deadlines and activities gave me the urge to refer to a calendar. Being in the middle of a jeepney ride, I resorted to a pocket calendar which I remember I had from a shop in SM. To my dismay, the calendar was of no use. It was 2008, still crisp from being kept long on a wallet section... Funny, I said to myself, it seems like I had this last January 2010. It was an instance again that I really felt TIME passing so quickly... Have I taken for granted the nonchalant onset of it? I wondered. What have I done all these years?

I esteemed teaching very late. It was only six years ago. I juggled my MA, earned Summer units in Education and took the Licensure Examination in a span of 3 years. I hopped in three universities during a time between that. The feeling of not wanting to pause in the midst of needing, wanting to gasp for air was there but I thought, not NOW...

A high-school classmate I met told me that a classmate died of cancer last year. She was a mother of three. I mused on whether she had "fulfilled her goals in life"...

There are times I realize the "race". There is a race and the flag in the finishing line is waiting to be waved. Life is short, and the remaining time left is what I value so much. Crying over spilled milk is a waste of it.

Just when all these thoughts came, a call resonated from somewhere inside the jeepney, "Para lang... para!". I then realized I was already near my destination. Is life like this? When do we realize that we have taken much of time or less of it? Is it when destiny is already an arm-stretch away?

2010-08-03T16:22:00.000-07:00

For LEASE:

A beautiful place that looks similar to this…

With mango trees spread on a 1T sq.meter area.

For green-thumbed enthusiasts, a place to indulge.

Arnel Francis: LEARNING

2010-06-12T20:43:00.000-07:00

Arnel Francis: LEARNING

LEARNING

2010-06-12T18:54:00.000-07:00

THE REAL ESSENCE OF LEARNING

On the last meeting in our Philosophy of Man class, my first day of pondering began. I never thought that at the very last hour the ultimate LEARNING would come. It was so strong that it still remained resounding in my heart up to now.

My usual idea of "just-read-and-you'll-never-fail-the-course" attitude paved the way for me to rummage on books at the Ateneo library. The question of "Why Philosophy?" was more of a question to be answered rather than a topic to be discussed. "Why do I need to take this course when I had it in College before?", was a reluctance I have to abide.

Days passed and our supposed "journey" has to conclude. Since I swam over the vast ocean of PHILOSOPHY and "learned" about great philosophers, their precise philosophies, I presumed it was adequate enough to close the books. Our teacher then asked, "Who am I?" Everyone was quiet. After that, she associated this question with how a group of students had asked her a dubious yet profound question, "Ma'am, why do you teach?" Quite vague, very generic, I thought so but it was an apt, rephraseable substitute for the former query. Yes, the very question of "Why do we do such acts? such CHOICES?"... "Why do I spend much time finishing this Doctorate course?... Suddenly, flashes of scenarios came upon me... "Yes", I said. I need to do all of these for I am a single father hoping to send my two sons to College. I need to give them what they ought to have - a good LIFE. My answers, my reasons gave me the answers to the very question of "Who am I?" It gave me my SELF-WORTH. It made me realize the true essence of MAN by putting it to a personal level - the reason for everyone's existence. We all have personal realizations to ruminate on which is unique.

Sometimes big questions carry with it small reasons. Learning doesn't come from reading but from reflecting and putting one self into the ISSUE - the real picture which answers the very big ones!

" Being (Who am I?) and Doing (What, Why, How do I do?) make us WHOLE"

-Sr. Maria Corazon V. Agda, RVM

The Syntax of Dance

2010-03-08T16:25:00.000-08:00

My years of studying Linguistics offered me the windows of fathoming dance. Like verbal language, I came to understand more its structure- the morpheme it offers and the semantics it conveys. The Chomskyan in me is just starting and I suppose I may “structuralize” it.

When I first came to learn the formal “words” of dance, I was mesmerized by the selective high-sounding ones. Later did I know that the meaning of Modern Dance could oppose yet equal the beauty of Classical Ballet. Like a child babbling its first words, I mustered a few and began lavishing it on my lexicon. But it was still a raw battle for LEARNING. I felt I only knew its derivational properties and not the inflectional side of it. Come to think of it, a second language sprouted just when the first language was still substandard. When my vocabulary grew to a handful ones, I realize the functions of each and how it could be used in a sentence called dance phrase.

Now the theories I cling to are beginning to simmer. The windows of its syntactical understanding bring hope that I could be a linguist of DANCE.

Doing a Seminar

2010-03-06T20:02:00.000-08:00

I am now a confirmed LECTURER!...an arduous task built on what we call DETERMINATION.

The evening my doctoral professor, Dr. Riceli Mendoza offered me the job through an internet chat, the urge to ask her..”WHY me?” was kept at the back of my mind. It was four weeks away and the idea of me becoming a RESOURCE PERSON for a two-day seminar was a scary joke… I have never made a seminar in my entire life and it is not only a seminar but a “Seminar-Workshop”… Giving it a thought, I said why not? I immediately rummaged resources from the internet, skimmed on what was available on my booklists and “designed” on what was to be the SCENARIO..Suddenly, flashes of ‘what if’s ‘ adorned my idealistic fancy and imagined myself with the ambition. I need to make it.

The problem of creating activities seconded my worries on how I could SUFFICE my heterogeneous attendees. I was told that teachers and English-major students would be my participants and “jury”. The idea of both teachers and students actualizing seminar activities was unimaginable yet CHALLENGING. Two weeks before the day, I learned that it was going to be a whole day event. I was thankful. Finally after exhausting all meaningful data and debilitating exploration with my laptop features, I made a 94-slide presentation coupled with a handful of activities and materials.

My concern and fear of traveling the 3-hour away-from-home locale was yet to be accepted. I adjusted my alarm clock to 3:00 AM but woke an hour earlier. I decided to take a shower and don my “dress to success” -white long sleeves and jeans and ran to the terminal. The early bus left at 4: 15 and I was surprised that I reached Kidapawan City at six o'clock. The “show” will have to start at 8: 00 so a nearby Jollibee was my only hope for a temporary refuge. Unluckily the food chain opens in another thirty minutes. A nearby hospital bench was of help. Finally after munching on a pancake and gulping a glass of juice, I was off to Notre Dame College, the arena awaiting my battle.

The seminar room was still quiet at seven o’clock. The person I need to meet was the Dean of Graduate School, Dr. Romana Yecyec, who came and acknowledged me with her comforting stories. Her exceedingly genial welcome assured me that I just need to be MYSELF. The room was filled, I was surprised when they told me I had 80 participants- doctoral students, educators, masteral students on different fields, and English-major students. Some of these were Math teachers. Now, a complete twist of fate hurled me farther on to how am I going to tailor my lecture to these VERY mixed group. “I am an educator”, I reassured myself. Surprisingly, the facilitator in me just came out and the instance of being flexible paved to finally finishing it with a resounding feedback.

I know now why it has to be me- I thanked my professor for having entrusted this ‘make or break’ event in a life of an EDUCATOR. I was offered to teach in that college but I was still inebriated by the idea that I made it through…

Nocturne

2010-02-24T15:36:00.000-08:00

“ Nocturne” which means that of “a night scene” is a light, contemporary dance done on a pop song. It depicts the travails of a person deeply in-love and feeling the gruels of loneliness and yearning.

Life in the Single Lane... (a chronicle from "On Single-Parenting")

2010-02-14T00:10:00.000-08:00

“ Pa, I need 800 pesos?” Sean asks you one time at the dinner table.“ What for?...” You are hoping that he was just kidding. "Our JS Prom? …” Sean adds with a tone of ambivalence…Suddenly you feel a tinge of exhilaration beneath your skin, not knowing whether it is rooted in joy or disbelief. You are faced with accepting the truth – your eldest son has grown. Your financial worries are upstaged by your excitement of imagining him dress up for the occasion. Thinking of ways of how he could get the most of these numbered-in-life events, you plan. It has to be special. A complete transformation just as you see in reality TV shows gives you the idea. You begin counting days until D-day finally comes. Absenting your self from work you run to the mall without taking your lunch and allow him to be pampered in his first-ever “salon-experience”. “I want his hair lightened, no sign of waves just do whatever you can…give my son a transformation!” you request. The next thing you need to do is go down the mall and choose flowers and some imported chocolates as what Sean orders you to do. Asking him why he needs to give flowers and chocolates to six girls, he answers you “I just need to.” Feeling the pinch in your pocket already when you paid the salon, you hurdle to a throng of people in the flower shop. It’s the season for buying roses and you can never imagine the price of a single stalk. By the time you have decided on which brands of chocolate bars you’ll buy, you feel your gastric juices squirming your stomach.

You return to the salon and hoping you can just rest it off. In an hour’s wait, a familiar sight of a groomed young man greets you with a smile…"I’m done…"It leaves you speechless for awhile and realize with conviction that this will be, not only your son's but also your's- an indelible moment in life...

On Teaching Oral Skills

2009-12-30T17:37:00.000-08:00

A semester’s worth of effort has finally been realized after handling my first ever English Speech and Communication class. Sixty students proved to be a challenge as I was wondering at first how is it possible for me to “listen” to all of them. A feedbacking program proved to be working.

I found this very interesting article on Feed backing by Maria Spelleri and tried it. Accordingly, there are four choices teacher can elect for correcting errors of students on utterances they make: Rising intonation question, Recast, Explicit, Meta-language. Giving it a thought, a rising intonation question has been the trademark of a teacher teacher. I call it as such because they are the traditional spoon-feeders, prescriptive in their approach and sometimes intimidating. Correction like “You go to the store YESTERDAY?!” for a student making a mistake over verb tense could bring further anxiety. Recast, aggravatingly, would be more direct putting the correction as “I WENT to the store yesterday.” This could mean that the correct utterance has been supplied. Like a recast, Explcit, could also be unswerving yet explanatory. “ Don’t say "go" for the past- say "went"”. Of the four, Meta-language has been the most popular. It is the most preferred. Teachers here would really serve as facilitators of learning developing students’ thinking skills. Hence, a meta-language correction would go as: “Are you talking about the past or present? What has to change in your sentence if you are talking about the past? And so, what is the past tense of the verb you want?”

Taking this learning to actual classroom of sixty would be a challenge. What I did was that every time I make such a comment on one student, I make sure the rest of the fifty-nine listen. This should give a wise use of time. Spelleri’s experience over Meta-language spelled out differently. She tends to go the “downward spirals” because she gets to compromise by “changing” her question to a less difficult one. My response to that would be to shift to other choices of correcting errors or a worst scenario would be calling on somebody to help. It gets the blood circulating not only for the student involve but with rest of the class.

Thinking of ways of exploring all TEACHING STRATEGIES that we have learned and considering we cannot really single-out the BEST one is but a big pedagogical wonder we teachers need to probe into. Why not use all the FOUR choices? If a class of slow learners really need to be spoon-fed at times; I don’t think that would be short-changing them with the Bloom’s principle. We all had the time and chance to go up the ladder. Remember “Individual Differences”?

My Evening College class of sixty have improved. One student even won an impromptu interview, him, as the interviewer. This made me proud, knowing I have “made” them. What gauge of success is it for us than having been thanked by a student after a semester’s lesson. Telling us that they really have become good speakers. I would tread the same path for I have learned how to become a Speech Class teacher. For as long as we keep on learning and exploring, things would surely be for the better!

On Motivation

2009-12-30T17:26:00.000-08:00

“Very Good!”...or if not satisfyingly correct, “Partly, you have an idea there. It’s good you tried”. These are supposed to be the best possible response a teacher could use in getting through steering students’ interest without frustrating them and getting their toes up every time they’re asked. But what really is MOTIVATION? Does it entail being ‘affective’ upon the accomplishment of tasks or the entire instructions? Or shall we put the blame on our lack of putting a dash of morale boosters on our comments?

Motivation has been defined, conceptualized and given attention to by many educational psychologists and practiced by numerous educators trying to solve myths and misgivings in its employment inside and outside the classroom. Factors ranging from anxiety to Maslow’s hierarchy of needs were given equal attention. As a common person, specifically, a single parent, I do a lot of things everyday-from preparing breakfast early in the morning to making sure that my kids “can” go to school. Other side of me would be enjoying a glass of wine at dinnertime, watching BBC,CNN, pursuing Dance classes twice a week, and others. I do a lot of things behind a lot of reasons. What drives me to do such acts may be with a reason that I need to have to DO it.

In the class of fledglings (first year College students), I have come to compare the level of initiative they have over getting through College (their motivation) with mine. Is mine on another plane? Being on their formative stage, their first experiences of college is a ‘make or break’ for teachers to happen. Being extremely nice and always patient with them sometimes doesn’t work. Was it the intrinsic being beaten by the extrinsic? or the realization of the importance of getting a degree not sinking yet into their system? I was always told to incorporate values on my lessons- an occasional personal recount or stories, I know this would sometimes work (as far as my judgment is concerned) but sometimes I have to be brutally frank. Like for instance, a group of “repeaters” in your class would really make your day- they come in 30 minutes late, talk with themselves and pretend joining in grouped activities. When asked about what they think the activity was all about, they would just give you that weak shoulder shrug and that please-forgive-me-for-I-was-late look. Classroom menaces as they are, they sometimes affect the classroom “temperature” and would really test your years of acquired principles in teaching. What reinforcement do I need to employ? I would then ask my self. I opted for the direct, quite negative and started my admonition. The whole class was quiet like they have never seen me become agitated before. I pleaded to these matured delinquents not to influence the freshmen. I was scared they might think coming to class late and not participating as “cool”. They eventually, came to me and apologized after class. I gave them a pat on the back by saying, “ Make good in life. For how long can you stay young and enjoy all these…” They left the room and I felt that it was quite an effective reinforcement. They come to class on time now and participate in whatever activities I give.

MOTIVATION can sometimes put us in deceit. It may not come from us teachers but it is something that may come from a long, sometimes sudden twist of maturity. I cannot compare my motivation to work everyday with my students on their attitude towards school. I continue on giving hopes to them. For as long as I can reply to a wrong answer, impinging a false hope may not harm… For always there would come a time that they would realize it for themselves. I hope not to fall on the usual cliché that “learning” is truly a painful one.

On Single-Parenting

2009-12-26T18:17:00.000-08:00

“Why didn’t you wake me up early?” is a regular rouser for your nerves- much stronger than the instant black coffee you sip at 6 in the morning. That awkward grumble comes from the croak of your 14-year old son as he rushes downstairs only to pause for 15 minutes more or so before munching on his oatmeal breakfast. Before he is seated, his 11-year old brother Miguel has already docked on the four-seater round table. Always the first bird- half-pecking, half-dozing still as the two both dally blowing and stirring their choco-oatmeals to get tepid.

A typical start of your weekday, you continually remind them, “Hey! Keep moving, its already 6:30…then 6:45…” Woo! Papa, you’re lying, its still 6:20”, your loquacious and lately seemingly boorish youngest would always rebut. Sean gets ready for the bathroom –he’s the first on the list and always the longest to use it, while his brother would sneak back into one of the empty rooms to sleep again.

Bang! You hear Sean pound on the door- a cue for his brother to keep moving. He’s never lenient to such nature but he himself does everything in his own time. As you punch in the last key on your laptop before printing your day’s Biology class quiz, you peek into your wallet hoping that you could spare the two boys’ allowances. You remember seeing a five hundred bill yesterday in the evening. “We paid the laundry,” Sean voices out as he throws his fresh socks near the front door, signaling that he’s ready to go. “The beer, don’t you forget! I bought you beer last night”, Miguel would add and you are suddenly pounced by a cure for your morning’s amnesia. When the youngest leaves the door you remind him again to make good in school and perform the class activities. Without turning his back he gives off a weak “Yes”-wishing that this time it would be for real.

The first work you carry out for the day is just a 5-minute walk from your house. Your early class usually starts 5 minutes late as usual. Waiting for the students, you decide to browse your mails and even check last week’s quizzes. Thinking of ways to motivate your students has always been a challenge, you have exhausted a handful of good ones you learned from your graduate school till you realize it would still be best to be situationally pragmatic.

“Good morning, Sir!” is the welcoming sound you hear from a posse of late-comers. You start hoping they will have the zest to push that sloppy start till noon. From class to class, subject to another subject you metamorphose from being a patient facilitator to an eager “teacher” when nobody in your Biology class understands the function of the cell. The bell rings for noon. You are reminded of the gustatory urge to have beef soup for lunch only to end up with the usual vegetable. The place is teeming with business people as usual, the cooling unit destroyed. While lining up you remember the activity material you have left in your faculty cubicle, you know you barely have the time to go back and get it. The next university is a 20-minute ride, lucky if the jeep you're riding runs right away.

You decide on modifying that day’s Foreign Language class promising to bring your material next time. When its 4:30, you transform into giving yourself that much needed treat- your dance class. Getting home at 8:00 in the evening, you see your two angels lying on the couch. “You’re late?” Sean would welcome you as you greet them “Good evening”. “What’s for dinner?” Miguel would then follow. “Let’s just buy from Rina Grace.” You answer. “Did you cook rice already?” “Yes, Miguel did.” “What about you, Kuya?” “Are you forgetting your responsibility? You ask. “No… I prepared the laundry”. “But you came home late”. “Can we have vegetables? We had meat for lunch already.” Sean suggests. As you hand in the money you tell the “Kuya” not to forget your beer. Asking them how school was, the usual reply of OK resounds at your dinner table. You never miss to tell them what happened to your day too. Checking them whether they have done their school homework already, you expect the same answers. Sean lounges still in the living room while Miguel sneaks upstairs to watch TV. You remind him to brush teeth and Sean to do the dishes quick. You prepare for bed and tell Sean to hurry so he could put off all the lights. In another thirty minutes everything is done.

As you tuck yourself to bed, everything is still and quiet, only the soft whirring sound of the electric fan can be heard.

“Good night Papa, Good night Miguel. Love you.” Your eldest never misses his day-ender lines. As you snug deeper in the “futon” looking for a comfortable position you thank God for another day has passed and that your kids are growing up fast. But a part of you denies, wanting them to stay as is and be with you forever.

As you toss yourself much further, you give in to a much-needed rest for a good lead of whatever may come the next day.

Just Dance

2009-05-22T19:20:00.000-07:00

The Earth Still Reminds Us ...

2009-01-10T20:39:00.000-08:00

“We can change”-was the favorite upsetting liner used in the movie “The Day the Earth Stood Still” which showed the condemning nature of man to bargain- an offshoot of his selfishness and an exhibit of his delaying tactics of accepting retributions.

An embrace of sci-fi cum philosophical lash was what made “The Day the Earth Stood Still” an unlooked for upturn of current movie trends. It blared the idea clearly that “we don’t own this planet”. For truly an equating adage that says the “Earth doesn’t need us humans!” We never were PROTECTORS of it in the first place.
Just like the biblical rebirth of the Earth, the great ark was brought to fruition in the movie by a cosmic intervention telling us that we don’t own THIS PLANET and that any decision is not within our grip.

Unaware that its toll maybe the great Noah’s ark in disguise, global climate change, escalating biodiversity loss and population growth, natural calamities and even wars, continually ally our paths into sieving out the ‘bad seeds’-but regretfully not all. In whatever angle we may look at it, its catastrophic charge may never be that welcoming. The planet we accidentally have domiciled in will still be here no matter what and can stand still even without US…

We can change… just give us TIME…What? Are we to set the condition? Has TIME been considered by nature on its grand blueprint? I wonder.

Water Management

2008-11-01T05:57:00.000-07:00

How Much Water Do We Need

People live and culture flourish because of water. History conveyed how ancient Egypt civilization grew along the banks of the river Nile. Trades and business flourished because of the presence of the most essential water. Men lived longer, conquered death, sickness and even war because of that simple hydrogen-oxygen molecular relationship. We are truly lucky to have nature made it around “renewable”.

But what is it with water that makes it the most important resources of all? We live in a water planet, right?(71% of the Earth’s surface is water). Well if that’s the case then why worry? Oops,… but then we are also water beings (60% in most of our cells in the body is water) and that, in order for us to survive, we need to continually replenish them and so with our environment. If we have to deal with grim realities and statistical congruences, we may say that in the next two decades (with the course of global warming’s dictate over water cycle and growing world population) one out of four people will have no access to safe and adequate supply of clean and safe water. The hydrologic (water) cycle is continuously replenished.What alters it is the amount of slowly degradable and nondegradable WASTES that we throw into the system and the amount of precipitation (rain) nature would offer us- which is lately exacerbatingly negative. Climate change has dramatically made itself unpredictable. There maybe excessive water to places that could not hold it long (causing floods) and scarce in others where it seldom rains ( desert biomes).

So, how much water do we need now? How do we use it efficiently? Let’s ask ourselves.We, who maybe fortunately belonging to the water-haves region of the Earth may never know. What we have now may change and what changes may occur is still beyond our CONTROL.

Good-bye

2008-10-31T20:23:00.000-07:00

One last Sniff in for GOOD-BYE

Bows were courtesy done repeatedly
Not to end but to pause for awhile
Waiting for the next likeable tune to play
When we may dance … and put on an act again

We sometimes dizzied ourselves from a twirl
Then pause to come back empty
Faces paled by the sickening motion
Breathing stopped … but still unmindful of its caution

Many times you glided on a Mazurka
Lively hopping from one partner to another
Oh how I could see the glow in you
But when you reached me…you only said
“I’m tired, let’s sit”

When our favorite tune was played
I was hoping you’d grab me to the center
But you seemed to forget that it was our music
The thing we used to enjoy most

Many times you fancied on looking how good you are in the mirror
I told you never mind for you always DO
But you seemed to have not LISTENED
For my words never mean anything to you

When the ball was nowhere to go but to end
At 12 midnight I decided
When everything in me was exasperated
Not my body but my Heart
One last sniff in and I have to say GOOD-BYE
For I am tired, really TIRED
Of trying to fit into
Your LIFE … a continuing MASQUERADE

Literary Works

2008-10-31T01:03:00.000-07:00

The Perfect Proposal
By:
Arnel Francis V. Morales

The rain has relentlessly continued for days like it has a mind of its own, not knowing of when it’s going to stop. Every time Dave has an important day in his life, the weather always seemed to be uncooperative. The haphazardly parked 1968 Ford sedan on the narrow driveway revealed that he was rushing home late last night. A salesman for 3 years now, he has never even marked the tail of his dream to become rich by the age of 30- a target he missed two years ago. “A time for everyone” was always his self-comforting pathetic liner every time lapses of bad luck came his way. Dave was determined that he would win his way in the end.

Rushing out as he grabbed his bulky car keys in one hand and leaving his half-finished cup of black roast on the sink, he is faced with the usual dilemma of having a long drive in this tormenting weather – the undeniable condition of his car. The wiper that barely touch the windshield, the half-focusing headlamp that winks from time to time and the unlubricated brake clutches that squeaks, were all but part of the traveling scenario. “What would you expect?” Dave smilingly whispers as he taps the hood of his dilapidated mean machine. “He’s an old pup to bear”. It usually takes him minutes to start the engine, but this time he was lucky to have it in one flick.

The road from Brunskin to New Georgia is a long mile-stretch of slippery macadamized road. Its 6:45 on Dave’s wristwatch. “I must have overslept and drank too much last night,” he thought as he took the sharp curve in the road. The old French restaurant that lies fancy in the heart of the town where he’s heading is famous for their hors d’oeuvre and thick corn potage. Mary, her fiancée for seven years, must have appeared there early, Dave thought. Indeed she has, quite apprehensive already of　what’s going to transpire for the night and slightly inebriated by the Chardonnay wine she ordered earlier. She cannot remember how often she had glanced at her watch and the side window alternately. “Oh my, he’s late again”, Mary thought as she fidgetingly rubs her forearm. She was pretty with her Chinese inspired dress. People who occasionally look at her would be reminded of Audrey Hepburn in “ Roman Holiday” movie. “Will he finally say it tonight? I mean the proposal?” Mary has imagined through the coal-colored eyes of Dave that he will finally utter those sweet “ I love you” and the long awaited “Will you marry me?” The coldness of the night was just perfect. The table was set with the flickering long dinner candle. All she has to do is wait.

Dave’s excitement made him forget that he has to hurdle another half-hour to reach “ Une Promenade”. It’s been a long time since they haven’t dated there. The first time they met, Mary was instantly swept away by the charming panache of Dave, seemingly dashing and romantic. But most of all it was Dave’s honesty and promises kept that made her in-love with him.
Just when Dave wrestled with the steering wheel as he approached another curve, a flash of blinding light coming from a truck made him shut his eyes. It was late realizing that the car skidded to the other side of the road. A loud crash ended the twirling vehicle to a halt.

The deafening sound of Dave’s alarm clock grew louder rousing him to snap the snooze harder. Dave sprinted out quickly from bed, still shaking from the incredulous experience. “I must have overslept.” telling himself while nodding in disbelief. It was 5:00 in the bedside timer. It was a cold rainy afternoon, a weather so perfect for the intended day of proposal.

On Forgetting

2008-10-27T15:59:00.000-07:00

On Forgetting

I have befriended loneliness as it crept my midnight pillows
I welcomed it as a celebrating wash for my troubled soul to calm
I sang with it lullabies to hush its deafening wail that it may fade
And cease to bother me as I lay
I tucked myself with the warmth of your illusive blanket and tossed to find comfort
Many times for every recurring thought of the terrible fate I made

I arranged the beating of my heart into a symphony that it may dance my soul
Into a deep trance
I succumb...
Till the pain’s no more... but numbing

For time has mirrored my defeat like a beam so blinding
It flashes back and forth ...unforgiving
I learned to be unresentful
That I shared to sadness a piece of my heart to devour till it burps
Wishful that it won’t cross my mind any more
Of the memories we had before

I tamed the throbbing pain with a whiplash of blame
To make me strong for the sideshow to endure
I made the longing rest and talked myself that the best things doesn’t end
But just transforms to come back
To be another pudding

I have feigned to cover misery and persuaded it to stay till it leads me to sleep
I have made it my love and held on
Believing that one night it would get weary and leave
Me like you did
I keep on ...
To all these
For you are still the one person I desire
On forgetting....

On Dance

2008-09-28T04:18:00.000-07:00

When I Dance...

As I stretch a bundle of muscle in my body, I rejoice on how wondrous work of ART I could make. Every twists, every turns and bends could come in precision...A breathing, that is sometimes short, lifts me up as I heave upon an opium of JOY to sustain... a momentary delusion that I can be what I want to be. There is this sudden stupor that I forget the ‘outside world and the ‘worries’ it brings and focus only in the NOW, the physical pain .
There is an unequal joy of convincing myself that I have gotten close to what is being asked ..Enduring, panting, sweating, arms,legs and bodies battling to cross in delirium yet creating not chaos but harmony. What’s next.??..I panic..”Better not think”, I sometimes tell myself. Let the moment decide. So I just glide in the euphoric beat of the music, which sometimes only my heart could hear... The muscle now repays the trust. Yes. “The demands of DANCE is no far greater than the demands of LIFE”,

On Dance

Dance class for me is a day-ender, a therapeutic journey to free myself from a demanding episode. Entering the studio brings chills but the rewards await me like a chocolate mousse treat after. It is my pat on the back, a proof of how I love myself, my physical being. Considering my age, I never worry. Like Agnes* would say, when I returned past the practicable age for learning , “you will eventually find your niche”..not knowing that I have built more than what was expected- a world. I began to reconnect myself making dance a necessity.
Modern dance is a no non-sense discipline like I never thought it was. Being free and untraditional the demands are greater than the classical. All I knew of it before was some thwarted movement captured on the pictures of Martha Graham, her works. I was lucky enough to have been under the tutelage of the world-renowned gifted artist, Agnes Locsin. I learned a lot of techniques and discipline not only in dance but also in composition. There was more than just marveling at her compositions, or lucky enough, doing it. Her instructions sometimes or most of the time, play on analogy “ do it like...” words so exacting that a mere mental picture of it tells you what you should do, how it should look like.
Dance grows. It has a dynamic attitude. The NOW may not be the feeling that transcended the feeling of BEFORE. Even in doing it prior to the ‘real thing’. There is always more to give and every after doing a short class combination or exercise, the feeing of I-should-have-done-better sends a tinge of dissatisfaction. Dance is a discovery of the true nature of what and how it is. It is personal, be it for the performer or the spectator. Realization sometimes simmer from a premature notion.. But a dancer metamorphose in every performance. Real thing grows...if one gets the real picture.

On Teaching Japanese Language

2008-09-17T18:07:00.000-07:00

Foreign language learning is experiential. It ferries learners on a big bus ride where they may ‘see’ more along the way rather than what they benefit upon reaching their destination. Teachers should see it as pragmatic, valuing the content of their course- seeking and reflecting on why they need to learn the language and what they need to learn in the language. My experience for five years on different classroom settings and different cognitive levels of learners gave me the nudge to go FUNCTIONAL. I always tell my students the old adage of linguists, ‘the language you use is the language you know’..For what better way can we really assess the competence of our learners if they cannot use it outside the four corners of their ‘warm’ yet predictable classroom. I put a challenge more on developing students’ lingual ability.

As I entered Graduate School (as a student in Language Teaching), my practice and beliefs were strengthened. I was no adherent of the Grammatical approach, not that I shun it entirely, but for students, the process of getting to the point of the lesson was more exciting than the grammatical knotting at the end. Dialogues were either done by pairs or group after a discovery of what the first presented dialogue is all about. Students would normally pattern their ‘new’ dialogue from what the teacher has presented. That’s just normal. It is, I believe, a rote learning strategy done leading to mastery. In one school where I teach, grammar was lain on the student’s textbooks with inadvertence. I made it a supplementary for the activities I make and I have proven that the results were more satisfying.

Motivating and assessing learners’ knowledge from shared activities are my usual starters. What better way to assess teaching but through the concrete performances of the students. The school believes that the yearly Japanese Proficiency exams are the foremost goal to work over. Companies do look upon graduates with high Proficiency level, or better yet with a certain level. I concur to their idea but it should be the means of getting there that is more important. Learners should savor the language. Enjoy it and the rest will follow.

A language with three writing system, ambiguous in utterance (or expression), and reflective of its culture- are what makes the Japanese language a challenging foreign language to learn. My personal history with the language was my impetus to become functional and communicative as a teacher. I learned not from the book first, but through the actual ‘encounter’ with the language. It was all self-discovery and practice with the native speakers that led me more to liking the language.

I have learned that it is not wise to correct students when they commit grammatical errors while talking. This was believed to be relative to what Stephen Krashen pointed out in his Monitor theory. The conscious student builds anxiety over the idea of committing more errors. This would put a halt on the student’s interest for pursuing the language. This is particularly true with students who see themselves as not that integratively motivated. The grammar supplement should be done in the later part of the instruction and checking of its understanding should fall on the written assessment. Grammar would like be a spring roll wrapping holding everything for a good bite.

Education On A Green Path

2008-09-14T19:38:00.001-07:00

As somebody new in handling Environmental Science for an International School, the fear of being tagged as inept on the subject pushed me to rummage for the ‘latest’ reference in our friendly librarian’s counter. In the pile of books where she led me, was a softbound one, atypically large for a College textbook, still tied in straw and obviously in the process of ordering approval. It was thick with gray pages in newsprint and with words “for sale in the Philippines only” adorning the cover with intention. Like a child eager to gobble its first Nursery book, I swooned over the pages quick when in minutes I realized that the dampness I felt in my palms was incomparable to the appalling revelation I have yet to LEARN. It was right at that instance that I have realized that we as accidental creatures of this Earth has treated it with so much indifference that we are starting to sense our karmic retributions.

Earth is dying and it is dying fast. To reckon would be an easy thing to say. But then how would be a challenge.

The story of the derelict Easter Island -of how a luscious abundant, self-providing rich land was left barren forever might be just, as the author G. Tyler Miller Jr. would say, a tiny version of what is to be a bigger picture - the Earth. We have been witnesses to existing climate change but how presumptuous of us to just admittingly say “Ah, this is the effect of Global Warming”. We hear news of famine striking and floods gushing alternately around the world and we point out the unprecedented deforestation as the cause. We know that the surmounting problems of garbage disposals are laid right before our very eyes and we just uncaringly utter, “Let the politicians worry about that”. Think again. There is hope that we could resolve some of these problems and become vectors of change –be it in our own little and peculiar way.

Go Green!

As an educator, we have been bounded with the idea that TEACHING is nothing without LEARNING. We were made to realize that it is not easy to be the Socrates of these times. Bloom has pushed us to make our learners reach the levels of higher order thinking skills and that mere KNOWLEDGE is useless without Analysis (or for whatever level we seek to achieve). For what then are we called teachers for if not to be the proponents of CHANGE. We should outlive our labels as “those who cannot”. That’s not we’re good at only. Then, does joining civic actions like “Tree-planting” alter everything as “doers” now? Perhaps, I could say.

I deem a number of would-be-of-help ideas for other teachers to reconsider. Some of it, I have been practicing for many years now. One is through the ingenious dissemination of information to students. A teacher of any subject, should relate Environmental Awareness in his lessons. It is not possible for an Algebra class, while grueling over an XY graph, to make an exponential picture on the rate of biodiversity loss. It’s just around 50 to 80,000 species a year anyway. Use figures that EXISTS, there is too much abstractions in Math problems already. Or let a class in Economics tackle the topic on depletion of non-renewable resources and leave the students mouth agape over the fact that it takes another century to regenerate them. Maybe easier for us language teachers to gargle an exposé on global trade of wildlife happening in the streets of Thailand or even locally. Or make the need for biofuel shift a topic for debate. A classroom discovery on biomimicry is still a young science to let student unveil its wonders. Make students realize in Psychology and Sociology class, for instance, that every species lost can have a major impact on the ecosystem and eventually would affect MAN. Using this as an activity can even raise their reasoning power and develop critical thinking skills. Keep a journal of your daily green activity. Put up a big picture of the Earth in your rooms and ask your students, at the start of the class, what they have done good for the day in behalf of Mother Earth. It would be an ideal but unconsciously planting of environmental awareness to them in whatever nature it would be.

As a member of the community, start boasting to your curious neighbors of how your ‘compost piling’ relatively eased up your garbage disposal. Educate them, start a friendly opener of “do you know that these biodegradable mass not only…?”. You may never know what this little chitchat could do. Check on your own family’s water consumption, your electric bills… Are they on the ‘normal range’ for your corresponding family size? Being able to pay it is not the end all. There is more to living a ‘sustainable’ life than just by being able to afford. Tell your students that aiming for a rich and luxurious lifestyle is not an ‘earthly’ goal. It’s only for them not for the planet they owe everything to. Tell them that every time they use the stairs, or walk instead of riding a ‘belching’ tricycle, that they are helping build a healthier society, a healthier planet. There are natural shifts we can take and not the sarcastic side of it.
The Earth it seem, is the loneliest place ever in this universe.
Go green. Be educated. Practice.