A Sketch of a Student’s Mind (A Reflection from Teacher Rezeile Monte)

Every time I teach, I am confronted by the varying notions of the mind. My posturing of what it is and what it’s not certainly affects students. This concern is not only imperative but a very crucial one because it helps me locate myself in the immensity of the philosophy of education and provides me direction on how to approach my students. Perhaps other teachers refuse to rest on problematizing its anatomy, but I have come to believe that the mind is the seat of history, reflection and actualization. 

History. The mind is a reservoir of memory of the past generations. Jung claims that there is a collective unconscious, he stresses that it is “identical in all men”, consisting of a “common psyche substrate of a suprapersonal nature which is present in every one of us”. Within our minds is a record of images, responses, and reflexes which is special to our community. From this viewpoint, I’d like to derive my conviction that every learner has knowledge of a cultural reality which dates back even before he was born. Whether he is Korean, Filipino, Spanish, American, or British, he carries in him a representation of the group he is linked with. My role is to assist and facilitate his awareness of his being. He is a being in this world yet there is a universal truth which binds him with the other. 

Reflection. Our power to playback our experience through the mind is the most useful attribution that we have. Without reflection, one cannot evaluate the self. There is no rear-view mirror, but only a sight of the road ahead. This narrowed range of vision leads to a meaningless experience which is synonymous to not having lived at all. Moreover, a loss of meaning is a loss of reasons to pursue. Locke draws a proposition of an intrinsic quality of people to fall into reflection in this statement:
“We know certainly by Experience, that we sometimes think, and thence draw this infallible Consequence, 
That there is something in us, that has a Power to think: 
But whether that Substance perpetually thinks, or no, we can be no farther assured, than Experience informs us 
For to say, that actual thinking is essential to the Soul, and inseparable from it…"

This presents the idea that reflection informs us of our existence. Learners must be brought to a state of consciousness and this can only be achieved through reflection. As a teacher, I have to tap this nature to make him contemplate on the value of his life and the possibilities he can make out of it. 

When a student is able to define himself, he proceeds to determining his dreams. Here is where actualization comes in. What his mind has constructed of himself will show in how he behaves. He is stimulated by his ideas and acts on it. This is supported by a study of Makeig, a professor from the University of California-San Diego, he posits that “perception and cognition support action. A primary function of human perception is to assist motor control (Churchland et al., 1994). For example, the dorsal visual pathway directly supports visually guided actions such as grasping (Goodale and Milner, 1992). In monkeys and humans, motor neurons involved in controlling tools are active when pictures of tool use are viewed, even in the absence of overt motor actions or planning (Rizzolatti and Arbib, 1998).” In this specific example, one can formulate the idea that whatever happens in the mind, it has a corresponding manifestation. 

The mind is the battleground for every learning phenomenon. It is my point of reference when a student resists and is losing heart for the pursuit of truth. Along with the philosophy of education in MITIS, this personal insight serves as a foundation in rousing the minds of the young. 

Electronic Sources: 

Jung, Carl. Archetypes of the Collective Unconscious. http://www.rlwclarke.net/courses/LITS3303/2008-2009/08AJungArchetypesoftheCollectiveUnconscious.pdf. July 12, 2011. 

Locke, John. An Essay Concerning Human Understanding. http://www.iliesi.cnr.it/iniziative/Letture/spinosa_locke.pdf. July 12, 2011

Makeig, Scott. International Journal of Psychophysiology: Linking Brain,Mind and Behavior. http://sccn.ucsd.edu/~scott/pdf/IJP08_share.pdf. July 12, 2011

Marrapodi, John. Educational Philosophers. Capella University . http://www.applestar.org/capella/Educational%20Philosophers.pdf. July 12, 2011

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Hea(rt)d (aka Heart within the Head): A Reflection from Teacher Johanna Manuel

Carl Jung and William Arthur Ward, two famous and respected people in their fields, came to mind while I was watching The Chorus. Jung said, "One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings." Ward, on the other hand, said, "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."

It's actually funny how I came across those lines, and I can say that they couldn't have come during a more opportune time. I only just graduated, and thoughts of incompetence and inadequacy flooded my head since I didn't graduate with honors (I could have, but that's another story altogether). My dad gave me an inspirational book for teachers as a graduation gift.

Reading the book reminded me why I want to be a teacher in the first place. It's not about being the smartest person in the room. I want to be a teacher not because I need to prove myself (or my intellectual capacity); I want to be a teacher because I want to touch other people's lives and inspire them.

While it's true that teachers need to have a good grasp of their content areas since the blind cannot possibly lead the blind, it is also important to note that intellectual capacity alone cannot guarantee one's effectiveness as a teacher. Teachers are not talking books, in the same way that students are not walking report cards. 

Mathieu's students loved him not because he was extremely talented, intelligent or highly knowledgeable. He could have been the next Mozart, Bach, or Einstein, yet the students couldn't have cared less. They loved him because of his capacity to understand and accept them as they are despite their seemingly incorrigible disregard for authority.

I can relate with Mathieu since based on experience, students remember just how big your heart is. Yes, they can recall how you misspelled or mispronounced a word (and remind you about them to lovingly tease you), but all those faults pale in comparison to how you spent time to listen to them and just be there for them.

While I do get flattered when my students tell me I'm smart or intellectual, I would still rather be remembered as someone who touches and changes people's lives just by being there for them.

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Awards and Recognition: The MITIS Way

As MIT International School (MITIS) proceeds with the academic school year 2011-2012, an Awards and Recognition Activity was strategically held last August 15, 2011. Unlike other schools, MITIS conducts its recognition program in the beginning of the school year to motivate its students to perform well in their subjects as well as encourage those who are planning and are currently taking the Advanced Placement (AP) courses.

A total of 62 students who excelled in their classes for the entire 2010-2011 school year received medals and certificates for various citations including Subject Excellence Awards for ESL and Non-AP Subjects, Subject Excellence Awards for Academic Subjects, and General Weighted Average (GWA) based Gold Merit, Red Merit, and Blue Merit Awards. Sixty students also earned citations and received certificates for their outstanding 4^th quarter performance. This activity is in line with the school’s commitment to produce well-rounded academic achievers and competent leaders.

Photo shows Hyung Jun Woo (middle), Grade 11 first honor student who swept most of the year-end Subject Excellence Awards including English Language and Composition, Academic Writing, AP Calculus, AP Chemistry, Spanish, AP Comparative Government and Politics, Microeconomics, and Computer. Standing next to Jun Woo are Mr. Hyock Chu Kwon (right), MITIS Founder-Director, and Ms. Charlene Salvador (left), the School Registrar. 

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MITIS: Your AP School of Choice

Parallel to MIT International School’s (MITIS) clear objective of providing quality education, the school ensures that its students make their way to success by getting into the best colleges and universities worldwide. Its American based K-12 curriculum gives the students the competence to advance to local universities at Grade 10 and an option to graduate at Grade 12 should they plan to take up their college degree abroad.

The school initiates various programs that raises its academic standards among other international schools in the country and has proven exemplary approaches to mentoring by producing excellent students who have passed the admissions criteria of premiere universities such as University of California, University of Toronto, University of British Columbia, Nagoya University (Japan), The Pennsylvania State University , The Michigan State University, Doshisha University (Japan), Raffles Design University (Singapore), and the De La Salle University-Manila and University of Sto. Tomas in the Philippines to name a few.

One of the flagship academic efforts of MITIS is its Advanced Placement (AP) curriculum which is approved and sponsored by the College Board. College Board is a membership association based in the United States that ensures efficiency and excellence among its more than 5,900 member schools in various countries. It leads extensive programs that increase achievement among students and elevate the global standards of education. MITIS has been a member of College Board since 2009, with registration no. 705308.

The Advanced Placement Program

The Advanced Placement (AP) Program is a cooperative undertaking between secondary schools, colleges and universities. It provides eager high school students with the opportunity to take subjects equivalent to a first year college course in their high school setting. Students who enroll in the program not only acquire college-level knowledge, skills, and study habits, but in most cases earn college credits while they are still in high school. AP courses are taught by trained and exceptional high school teachers who make use of course guidelines developed and published by the College Board. Through its carefully designed syllabi, it helps the students advance their writing skills, hone their problem solving abilities, develop their time management skills and discipline, and becomes the foundation of their college major or future career.

MITIS AP class having an intense group discussion

The MITIS AP Program Advantage

Only a select number of schools in the Philippines offer the AP Program and MITIS’ American K-12 curriculum adds to the school’s advantage. As AP courses are offered in grades 11 to 12, MITIS students obtain the essential training and preparation beginning their first grade up to their tenth grade through the American based syllabi and sets of books that the school uses. Students of other schools on the contrary find it hard to adjust to the AP system during their 11^th and 12^th grade due to the local-based curriculum that their schools offer.

Students at MITIS have ten (10) AP courses to choose from, specifically (1) Language and Composition, (2) Literature and Composition, (3) Comparative Government and Politics, (4) European History, (5) Psychology, (6) Calculus AB, (7) Calculus BC, (8) Biology, (9) Chemistry, and (10) Physics B. MITIS students can be allowed to take up to four AP subjects in the same school year as evaluated and approved by the school’s AP Coordinators.

The AP exams are conducted in May every year and unlike other international schools, MITIS students can take the AP exam in their 11^th and/or 12^th grade doubling their chances of getting higher exam results.

MITIS AP class in a collaborative problem solving activity

The AP Program Advantage in General

Generally, the AP Program proves beneficial to the students as it gives them bigger chances of getting admitted in the top universities here and abroad. Apart from an apparent increase of one point in a student’s Grade Point Average (GPA) given its 1 to 5 test scale, AP is mostly anticipated, even sometimes required, by most universities in Asia and in the United States.

Most colleges in the US and in more than 60 other countries give students credit, advanced placement or both, based on the AP Exam scores. With AP credits, students will have time to progress into upper level courses, pursue a double-major, study abroad, or finish their studies earlier and save up to $19,000 worth of a college school year expenses. Also, AP helps students qualify for scholarships. Based on the unpublished institutional research of Crux Research, Inc. in March 2007, 31 percent of colleges and universities consider AP experience in determining their scholarship grants.

MIT AP students having their persuasive writing exercises

The AP and the IB Program

Most international schools in the Philippines offer the International Baccalaureate® (IB) Program as part of their curriculum. The IB Program is sponsored by the International Baccalaureate®, a non-profit educational foundation based in Geneva, Switzerland.

Though students who enroll in the program also earn college credits and get advanced education and training in preparation for admission to the best universities, the IB system differs from AP in considerable ways such as the courses options, class and exam procedures, and most importantly, the participating universities and colleges where the students wish to go to.

MITIS takes pride in its AP Program as it supports the school’s total package of highly competitive curriculum and American-based academic standards.

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• For queries on MITIS AP Program, you may coordinate with the MITIS AP Coordinator at 632.807.0720 or email us at info@mitis.edu.ph.

Reference/Source:

Collegeboard.org Website

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Parents and MITIS Join Forces towards Academic Excellence

Academic excellence and well-rounded education can be best achieved when the school and the students’ parents work hand in hand. This was the theme of the MIT International School (MITIS) Parents’ Orientation Activity held last Saturday, August 13, 2011, at the school’s lobby.

One of the highlights of the event was the speech of the former Parent and Teachers Association (PTA) President Mr. John Prior as he challenged the parents and guardians to assume responsibility of collaborating with the school. “We are the help department, not the complaints department,” he said in a teasing manner posing a call for support from the new set of PTA members. He emphasized that for their children to get the best from the school, the parents need to take part in the whole educational endeavor.

“I choose to help because helping the school will improve its services and make it more capable of taking good care of our children,” he added. He also encouraged the parents to be open to giving suggestions and to be involved in providing solutions to further enhance the school’s efforts. He then commended the teachers and the MITIS staff for the significant developments that the school has demonstrated throughout the years.

The half-day event commenced an exciting year for the MITIS community. Not only has it inspired the students’ parents and guardians to work together with the school towards their children’s academic and moral progress, it also enlightened them of the school’s services in detail.

Through the teachers’ comprehensive presentations, the attendees learned about significant topics such as grading system, guidance and counseling services, student discipline, student-parent social obligations, awards and recognition, student activities, the school’s Creative Social Outreach Program, and the Western Association of Schools and Colleges (WASC) accreditation process, among others.

The Parents Orientation Activity is part of the bigger MITIS program to engage the families of its students towards holistic learning, competence, and responsible citizenship.

Photos:

Dr. Bienvenido V. Santos, MITIS President and Principal, gave emphasis on the school’s initiatives to sustain its ‘exemplary’ standards.

Mr. Prior inspired the parents and guardians and called for their sincere involvement. 

MITIS strives to continuously improve. Parallel to this, the parents and guardians were asked to fill out a feedback form where they can specify their comments and raise their concerns. 

MITIS parents and guardians elected a new set of homeroom officers for their children’s respective grade levels. 

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