Every year, I always take the initiative of trying to identify the most memorable and awesome achievement among the things I have done from June to March -- the whole school year. The achievement is focused on students. A name must come out topping all others as soon as I submit to the office of the registrar the Collegiate Grading Sheet.
My purpose of doing this is to make sure that I have helped someone especially from among the roster of students with whom I had the opportunity to directly teach them in any of my assigned class load either during the first semester or the second semester. Usually, I base my judgment and choice according to the leap of improvement from prelim to the final period.
When I say leap, it refers to the degree of positive change in the grade of the concerned students. Say, in prelim a students gets only 55% and during the finals, same student gets 80% then the leap is 25 points.
There were two students whose names lingered in my mind. They were Darren and John. Allow me to expound on these two.
First, with Darren. Darren is a shifter from BS Business Administration to BS Information Technology. The shift seemed to be almost beyond comprehension at first knowing the real difference divide between BSBA and BSIT. But, as soon as classes started, Darren showed a great, consistent performance. He immediately topped the class. His outstanding analytical and, later, programming abilities became his keys to the top. He was tagged by the class as "optional".
On another note, his popularity has made him even more down-to-earth. He never failed to respect the intelligence divide between him and the majority of the class. He would show willingness and enthusiasm to help and critique the works of his classmates. He was loved and figured to be a dependable comrade by his classmates. He even became more responsible and continued to pursue greater heights. He is indeed one-of-a-kind. Still, bubbly and accommodating.
The second one is about another student who really took the lllleeeeeaaaaaaappppp. His name was John. I have not noticed his presence until midterm. He was shy and silent. He was more of an observer than a contributor. He made me remember and realize that he was part of the class when he came to my desk to clarify why his grade score was lower compared to one of his classmates when the paper showed that he got two points higher in the exam than the latter. I gave him my explanations which he accepted. He made me think. His action made me smile. I was happy that a student did that to me. I thought that he was concerned and that he values his efforts well. Indeed, as days went by, he became visible to my eyes. I would start calling him during recitations. Soon, he was mentally part of the class.
But despite my varying strategies, one afternoon, upon going through my class record, I realized that among my 30 students, 12 seemed to be having difficulty in absorbing the lessons discussed in the class during our scheduled lecture. I thought I needed to decide to offer to all the Logifor students my intention to offer free-of-charge remediation measures during their vacant period (which fell on Tuesdays and Thursday from 10:00 AM to 12:00 noon).
I took the initiative of looking for one of those twelve specific students who I thought needed to benefit from my plan. Call it fate or destiny, as I sat down at the canteen to take my afternoon coffee break, I saw John. I told him my plan and the benefit of attending it. Without any feeling of hesitation, he immediately showed the much desired willingness. Again, such gesture made me more convinced that this guy was diligent and willing to soar to higher limits. I told myself, I, on my part, will do my wittiest abilities to ensure that their expected outcome of the remediation measures will be achieved before the final examinations. On his part, I asked him to tell his classmates in advance so that by the time I inform them about this during our next class, they would have already pondered on it making them ready with their pertinent decision.
At first, there were only 4 students attending the special session. They were John, JL, Gob and Jade. I had a lot of fun doing the extra chore. It was like picnicking. We had food and softdrinks while learning. The approach became more personalized.
Slowly, this news broke among those who did not bother to attend at all. That, as such, after having known the pre-final grade and having heard from the initial list of participating students their appreciation and the way things were being done there, the attendance increased. Additional attendees were: Sheena, Roshelle, Marjory, Irish, JA, Rhea, Kimberlyn and Angela. At times, Darren would attend to help me out.
Days passed by. Slowly at first then seemingly increasing in momentum. More exercises were given and solved. Improvements in performance became more visible.
Looking back, his prelim grade was 54%. This was before we started the remediation sessions. His midterm grade was 57%. Again, this was very shortly before we started the remediation. During the pre-final, his grade became 60%. My first indicator that the remediation measures I have been conducting -- which he made a perfect attendance in -- was effective. This was the first time he got a passing mark in my class.
Finally, on the day prior to the giving of the final examination, I told those who were interested to know their respective score-goals (the score each of them needed to get in the Final Examination so they could at least get a 3.0 passing mark) to visit me in my office. Once again, John came first together with two of his friends. We found out he needed only 15 points.
On Monday morning, March 17, I gave the final examination. It started at 8:00 AM and ended at 12:00 noon. It was indeed a long and comprehensive exam. The afternoon of the same day was used by me in checking the papers. John got a score more than four times of what he needed to just pass the subject.
When I encoded the score in my MSExcel worksheet, I was amazed to know that he got 67% final grade. Ahh, indeed, with hardwork, determination, support and the belief that one can do it, triumph/success is near and possible.
To John and Darren, students like you are the reasons why I continue to enjoy being in the academe despite the somehow low monetary remuneration. You are my trophies -- the real proof of my achievement for this school year 2007-2008. May you never cease to improve your current best... May you continue to be inspirations to others..
And to everyone who thinks they need my help in learning, as I have done and shown, do not hesitate to approach me because I finally found my role in this specific realm that I have chosen to cross.. May God bless us all...
My purpose of doing this is to make sure that I have helped someone especially from among the roster of students with whom I had the opportunity to directly teach them in any of my assigned class load either during the first semester or the second semester. Usually, I base my judgment and choice according to the leap of improvement from prelim to the final period.
When I say leap, it refers to the degree of positive change in the grade of the concerned students. Say, in prelim a students gets only 55% and during the finals, same student gets 80% then the leap is 25 points.
There were two students whose names lingered in my mind. They were Darren and John. Allow me to expound on these two.
First, with Darren. Darren is a shifter from BS Business Administration to BS Information Technology. The shift seemed to be almost beyond comprehension at first knowing the real difference divide between BSBA and BSIT. But, as soon as classes started, Darren showed a great, consistent performance. He immediately topped the class. His outstanding analytical and, later, programming abilities became his keys to the top. He was tagged by the class as "optional".
On another note, his popularity has made him even more down-to-earth. He never failed to respect the intelligence divide between him and the majority of the class. He would show willingness and enthusiasm to help and critique the works of his classmates. He was loved and figured to be a dependable comrade by his classmates. He even became more responsible and continued to pursue greater heights. He is indeed one-of-a-kind. Still, bubbly and accommodating.
The second one is about another student who really took the lllleeeeeaaaaaaappppp. His name was John. I have not noticed his presence until midterm. He was shy and silent. He was more of an observer than a contributor. He made me remember and realize that he was part of the class when he came to my desk to clarify why his grade score was lower compared to one of his classmates when the paper showed that he got two points higher in the exam than the latter. I gave him my explanations which he accepted. He made me think. His action made me smile. I was happy that a student did that to me. I thought that he was concerned and that he values his efforts well. Indeed, as days went by, he became visible to my eyes. I would start calling him during recitations. Soon, he was mentally part of the class.
But despite my varying strategies, one afternoon, upon going through my class record, I realized that among my 30 students, 12 seemed to be having difficulty in absorbing the lessons discussed in the class during our scheduled lecture. I thought I needed to decide to offer to all the Logifor students my intention to offer free-of-charge remediation measures during their vacant period (which fell on Tuesdays and Thursday from 10:00 AM to 12:00 noon).
I took the initiative of looking for one of those twelve specific students who I thought needed to benefit from my plan. Call it fate or destiny, as I sat down at the canteen to take my afternoon coffee break, I saw John. I told him my plan and the benefit of attending it. Without any feeling of hesitation, he immediately showed the much desired willingness. Again, such gesture made me more convinced that this guy was diligent and willing to soar to higher limits. I told myself, I, on my part, will do my wittiest abilities to ensure that their expected outcome of the remediation measures will be achieved before the final examinations. On his part, I asked him to tell his classmates in advance so that by the time I inform them about this during our next class, they would have already pondered on it making them ready with their pertinent decision.
At first, there were only 4 students attending the special session. They were John, JL, Gob and Jade. I had a lot of fun doing the extra chore. It was like picnicking. We had food and softdrinks while learning. The approach became more personalized.
Slowly, this news broke among those who did not bother to attend at all. That, as such, after having known the pre-final grade and having heard from the initial list of participating students their appreciation and the way things were being done there, the attendance increased. Additional attendees were: Sheena, Roshelle, Marjory, Irish, JA, Rhea, Kimberlyn and Angela. At times, Darren would attend to help me out.
Days passed by. Slowly at first then seemingly increasing in momentum. More exercises were given and solved. Improvements in performance became more visible.
Looking back, his prelim grade was 54%. This was before we started the remediation sessions. His midterm grade was 57%. Again, this was very shortly before we started the remediation. During the pre-final, his grade became 60%. My first indicator that the remediation measures I have been conducting -- which he made a perfect attendance in -- was effective. This was the first time he got a passing mark in my class.
Finally, on the day prior to the giving of the final examination, I told those who were interested to know their respective score-goals (the score each of them needed to get in the Final Examination so they could at least get a 3.0 passing mark) to visit me in my office. Once again, John came first together with two of his friends. We found out he needed only 15 points.
On Monday morning, March 17, I gave the final examination. It started at 8:00 AM and ended at 12:00 noon. It was indeed a long and comprehensive exam. The afternoon of the same day was used by me in checking the papers. John got a score more than four times of what he needed to just pass the subject.
When I encoded the score in my MSExcel worksheet, I was amazed to know that he got 67% final grade. Ahh, indeed, with hardwork, determination, support and the belief that one can do it, triumph/success is near and possible.
To John and Darren, students like you are the reasons why I continue to enjoy being in the academe despite the somehow low monetary remuneration. You are my trophies -- the real proof of my achievement for this school year 2007-2008. May you never cease to improve your current best... May you continue to be inspirations to others..
And to everyone who thinks they need my help in learning, as I have done and shown, do not hesitate to approach me because I finally found my role in this specific realm that I have chosen to cross.. May God bless us all...
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