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Saturday, May 25, 2013

Vibal E-News

May paki ang Vibal Group of Companies.

In time din naman para sa darating na pasukan .

Read on :

 

Vibal unveils blended learning solution for 21st century classrooms



Teaching and learning in today's educational landscape pose significant challenges to schools and institutions that are unable to keep up with the trends of the times. This is compounded even further by the introduction of a brand-new K to 12 curriculum that leaves students and teachers with more questions than answers. How can schools bridge the divide between old methods of instruction and new ways of learning? How can the K to 12 curriculum be made more responsive to this sweeping shift in teaching and learning?
Bearing these questions in mind, the Philippine Normal University (PNU) National Center for Teacher Education, together with Vibal Publishing House, Inc. and the Vibal Foundation, presented the "2nd Digital Education Conference: K to 12 & Teaching and Learning with Technology." The 2-day conference was held on May 20-21 at the PNU Center for Teaching Excellence Auditorium, HRD Building (across the main building of PNU), PNU campus in Taft Avenue, Manila, while the subsequent workshops on teaching and learning with technology using the K to 12 curriculum was conducted on May 22-23.
The conference featured talks by leading ICT and industry figures. The event also witnessed the launch of Vibal's pioneering line of innovative e-learning solutions meant to bolster the entry of Filipino classrooms into the age of digital learning.
Dr. Ester B. Ogena, president of PNU, delivered the welcome remarks for the conference. Salman Khan, creator of Khan Academy, kick started the series of lectures with his talk, "Education for Anyone, Anywhere," which he presented (fittingly) via Skype teleconference. Dr. Rosalina J. Villaneza, chief of curriculum of DepEd's Bureau of Elementary Education, presented on "K to 12 Curriculum and Technology Integration" while Dr. Marilyn U. Balagtas of PNU gave a talk on "Assessment and Technology." This was followed by a presentation on "The La Salle Green Hills and La Salle Zobel Experiences: Early Technology Adopters" by Br. Dennis Magbanua FSC of La Salle Zobel and Mrs. Amy Galang, High School Principal of La Salle Green Hills.
The highlight of the conference was the launch of V-Smart offline e-learning solution by Gaspar A. Vibal, president of Vibal Publishing House, Inc. V-Smart represents a leap from the traditional modes of instruction and learning, spawning an ecosystem for digital learning that presents a comprehensive suite of solutions including an integrated e-textbook reader, classroom learning management, social learning platform, and classroom and mobile device management system.
The second day of the event featured sessions on Media Literacy, Social Media in the Classroom, plus simultaneous digital classroom presentations by Apple, Microsoft, Samsung, and Vibal. Days 3 and 4 proceeded with the Summer Course on Technology Integration in the K to 12 Curriculum for selected participants.
The “K to 12 & Teaching and Learning with Technology” conference was organized by Vibal Publishing House, Inc., Vibal Foundation, and PNU, with support from Apple, Microsoft, and Samsung.  

V-Smart offers offline solution to online-based learning system



For the country’s leading academic publisher and now leading innovator in digital education, the “e” in e-learning stands for more than just “electronic.” It can also translate to “engaging” and highly interactive activities and educational materials that motivate students to learn beyond the confines of the traditional classroom. It also means access to a knowledge database that is available both online and offline, so that daily classroom sessions are not dependent on the Wi-Fi signal and the strength of the school’s routers and access points. This is especially favorable for a country like the Philippines where bandwidth connectivity is a real, prevailing dilemma, and will be so for the foreseeable future.
This is what inspired Vibal Publishing House, Inc. through its technology arm, Vibe Technologies, to develop an alternative to existing learning management systems (LMS) that operate entirely through the Internet. V-Smart is an integrated e-textbook reader, classroom learning management and e-learning system designed specifically for the 21st century digital classroom, and can run with or without internet connection.

Achieving Success in the Classroom

by Leopoldo Rojas, MAED-ENG
Tertiary English Faculty, Miriam College

Haim Ginott, in his book, Teacher and Child: A Book for Parents and Teachers, capsulizes his ideas on teaching and parenting success with the quote:

"I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming."



Do we share in Ginott's frightening conclusion? Do we take it upon ourselves that we teachers are the biggest factor to students' success or failure in the classroom? In my humble opinion, we are. All of us teachers opt to see our students succeed in our classes. But how do we manage our classes effectively? What do we need to do to achieve success in the classroom? The paramount importance of classroom management comes in.
Classroom management is a process of classroom planning, controlling, and facilitating everything which includes and goes beyond organizing students, space, time, and materials so that smooth instruction and student learning can take place.
A well-managed classroom articulates three essential elements:
  1. rules and expectations;
  2. consequences; and
  3. relationships.
     
The ten commandments are our general guidelines to co-exist with one another peacefully. The laws of the land are well in place to ensure an orderly and peaceful society. The school-wide policies are strictly observed to guide both employees and students in their actions.
From such context and from the teachings of my experiences, it is best to invest time establishing a communally-developed classroom rules at the outset of the school year. The first few meetings are the times when our students size us up in terms of our capability to manage disruptive behavior. Hence, it is important that we take time out laying down rules and expectations for success,naming corresponding repercussions, when rules are violated, and fostering congenial relationships in the process. When these are carried out well at the appropriate developmental level and are consistently done per se, the subsequent teaching days will mean a bunch of joys to see how students exactly know what to do every single day.
In the epilogue of the book, The First Days of School, 4th editionauthored by the world-renowned educator Harry Wong, whom I had the chance to listen to in an International Education Conference on How to Become an Effective Educator, held in Manila, Philippines, stresses that the key idea to classroom success is consistency. With the set rules, enforce them consistently.
My first year of teaching in high school was a rescue-groping one. I got four classes of first year students (obviously their first time in high school). As neophytes, we shared similar feelings: excitement, carelessness, anxiety, etc. I had a plethora of concerns as to what teaching was at stake for me and what high school life had to offer them. Because my first week was not devoted to establishing rules, the rest of the days for one academic year were hell. There was the monster in me trying every defense mechanism to filter misbehavior to no avail. Every meeting was an avalanche of mood-swings. Everything was but a chaos-filled classroom. My relationship with students was ingrained with hatred. Abomination, anger, and rebellion were begotten from them. What a fretful and remorseful first year of teaching I had!
Failure, indeed, was I all got. But it was that same failure that taught me how to stand strong in my teaching years ahead. Thus, I learned from that life-turning experience. I geared up myself. I came to realize what I needed to do: lay down rules, procedures, expectations, and consequences, so the teacher-student relationship was one of support-system. Some rules (may vary depending on your context or situation) considered, among many, were:
  1. Come to class on time.
  2. Raise your hand to speak.
  3. Attend to your personal needs before class; ask permission to go to comfort room.
  4. Bring to class all required materials every meeting.
  5. Use indoor voices, and avoid shouting.
  6. Use gadgets only when needed (For a number of schools, gadgets are not allowed.).
  7. Do not drink and eat in class.
  8. Do as the teacher requires the first time.
Such rules, which were posted conspicuously, should be taught by modeling over the first few days, consistently lived up to, and firmly and fairly enforced.
From then on, my teaching days, months, and years (and still counting) had been very rewarding. Humbly, I even had become the prefect of discipline and acting principal simultaneously in that high school which I served for 11 years.
To date, I still profess the same classroom operating procedures though I handle college students, this time. For whatever grade or year level we, teachers, may handle, our success lies in what we do on our first days with the students. Let the rules rule. They undeniably provide students guidance on what to do and what not to do.
May you find what I shared helpful as you start the school year this June opening. Good luck!

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