Sa isang pambansang seminar na dinaluhan ng mga guro sa Filipino mula sa mga paaralang pribado at publiko sa ibat ibang panig

ng ating bansa, sinimulan ko ang aking panayam sa tanong na: Anu-ano ang inyong problema sa pagtuturo ng panitikan sa inyong mga klase? Napakarami at iba-iba ang nakuha kong sagot mula sa mga partisipant ng nasabing seminar, ngunit ang pinakapalasak ay ang kawalan ng interes ng mga mag-aaral sa pagbabasa ng mga akdang pampanitikan. Samantala, sa isang klase ko sa Filipino sa kolehiyo, isang mabilisang sarbey ang aking ginawa. Tinanong ko ang aking mga mag-aaral kung sino sa kanila ang may hilig sa pagbabasa ng mga akdang pampanitikan. Hindi na ako nagulat nang ilan-ilan lamang ang nagtaas ng kamay. Tinanong ko ulit ang mga hindi nagtaas ng kamay kung bakit. Sa tanong na iyon, iba-iba ang aking nakuhang sagot. Ngunit nang tanungin ko sila kung bakit hindi ba sila namotibeyt sa elementarya at hayskul upang makagiliwan ang pagbabasa ng mga akdang pampanitikan, sunud-sunod na pamumuna at paninisi sa kanilang mga naging guro ang natanggap ko! Kung tutuusin, maging ang maraming dalubhasa ay sang-ayon sa mga guro dapat isisi ang kawalan ng interes ng mga mag-aaral sa pagbabasa ng tunay na panitikan, lalo na kung panitikang Filipino ang pag-uusapan. Kung nagbabasa man sila ay sapagkat ipinababasa sa kanila ng guro. Sa isang panayam ay ganito ang sinabi ni Badayos (1998): May malaking bagay na nagagawa ang paraan ng pag-aaral at pagtuturo ng panitikan sa ating mga paaralan. Hinayaan nating magdaos ng paligsahan ang mga magaaral sa pagsasaulo ng nilalaman ng panitikan. Naging maluwag tayo sa pagsasabing magaling sa sinumang makasasagot ng mga tanong na ang simula ay Sino, Ano, Alin, Kailan, Saan tungkol sa itinakdang aralin sapanitikan. Idinagdag pa ni Badayos ang mga sumusunod na oberbasyon: Hindi tumutugon sa tunay na kalikasan ng panitikan ang karaniwang pag-aaral nito. Sa pag-aaral ng isang akdang pampanitikan, malimit nang sinasabi ng guro kung ano ang makikita at madarama sa akda. Ang tungkulin niya na iparanas sa mga magaaral ang kabuuan ng akda ay tuluyan nangkinalilimutan. Sa aking pagmamasid sa mga pakitang-turo ng mga meydyor sa Filipino, napansin kong bagamat iba-iba ang kanilang paksa, tila bagang Urbana at Feliza ang akdang kanilang tinatalakay. Marahil, iyon kasi ang turo ng kanilang cooperative teacher o iyon ang nakagawian nila sa elementarya at hayskul. Kaya naman ang mga akda ay binabasa para lamang alamin ang mga aral na mapupulot dito. Karaniwan na rin ang pilit na pag-ukilkil ng maraming guro sa kaligirang pangkasaysayan ng isang akda at sa talambuhay ng may-akda. Nakalilimutan yata

BODILY-KINESTHETIC INTELLIGENCE The Bodily-Kinesthetic Intelligence is the capacity to use your complete body in expressing ideas and feelings (e.g., actor, athlete, dancer, mime), including the facility to use your hands to create or transform things (e.g., artistic painter, mechanic, sculptor, surgeon). Students with bodily-kinesthetic intelligence have these physical-based skills: z coordination - harmonious functioning of muscles; z balance z dexterity - grace in physical movement z muscle strength z flexibility z speed, and z sensitivity of touch We often talk about learning by doing. This way of knowing happens through physical movement and through the knowings of our physical body. The body knows many things that are not necessarily known by the conscious, logical mind, such as how to ride a bike, how to parallel park a car, dance the waltz, catch a thrown object, maintain balance while walking, and where the keys are on a computer keyboard. If you have a strength in this intelligence area you tend to have a keen sense of body awareness. You like physical movement, dancing, making and inventing things with your hands, and role-playing. You probably communicate well through body language and other physical gestures. You can often perform a task much better after seeing someone else do it first and then mimicking their actions. You probably like physical games of all kinds and you like to demonstrate how to do something for someone else. You may find it difficult to sit still for long periods of time and are easily bored or distracted if you are not actively involved in what is going on around you. BK intelligence is the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. Through interacting with the space around them, they are able to remember and process information. They learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. You can tell these b-k kids by their difficulty sitting still or staying in their seat, use body gestures and physical movement to express themselves, good at sports, well coordinated physically, likes to invent things, put things together, take things apart; likes to demonstrate to others how to do something. Gardner notes that the b-k intelligences is not widely developed in our culture. Outside of sports, it is not highly valued, especially as a form of expression. In children, bk has not yet atrophied; they naturally use it in their actions, explorations, expressiveness, and communication. It appears that this area of intelligence is more engaged and accessible when we are children. Teachers tend to think that way - preprimary classrooms are the most active, allowing kids multiple opportunities to explore. Kids cant move enough,

but as we grow and mature, adults wont move at all. When I give workshops for teachers its hard as heck to get volunteers for demonstrations. I need to assure them that theyre not going to embarrass themselves, and even then its like pulling teeth to get adults to move. As teachers, we actually model limiting b-k development in children. THE KINESTHETIC COMPONENT To get you thinking about the various components of the b-k intelligence, read through the next two sections. Try to put yourself in a crowded workshop with lots of other teachers attending a presentation on the b-k intelligence. B-K as Body Communicator The body is a profound vehicle of communication. At the most basic level this communication occurs through facial expressions, body gestures, and physical postures, all of which we use to enhance and deepen our communication with others. At the most complex levels it occurs through such things as interpretive dance, mime, and the human tableaux or human sculpture. In between these extremes, we find such things as the game of charades, the role-playing activities of children, and What can you observe about the person sitting next to you? What about the other people in this room? What generalizations can you make about any one person? You would answer these questions by using gestures, body posture and other physical movements; all that we call body language. What about yourself? What can other people interpret about you because of your body language? Getting acquainted with your kinesthetic body 1. Close your eyes, focus on your breathing, relax, get centered, get rid of everything else in your mind 2. Make a mental note about everything you are feeling and observing in your body. 3. Mentally scan your body, moving from your feet to the top of you head z What are the feelings and sensations in each part of your body? z Are you equally aware of all parts of your body? Are some parts difficult to sense?

part of speech Verb

function or "job" action or state

example words (to) be, have, do, like, work, sing, can, must pen, dog, work, music, town, London, teacher, John a/an, the, 2, some, good, big, red, well, interesting quickly, silently, well, badly, very, really I, you, he, she, some to, at, after, on, but and, but, when oh!, ouch!, hi!, well

example sentences EnglishClub.com is a web site. Ilike EnglishClub.com.

Noun

thing or person

This is my dog. He lives in myhouse. We live in London.

Adjective

describes a noun

I have two dogs. My dogs are big. I like big dogs.

Adverb

describes a verb, adjective or adverb replaces a noun links a noun to another word joins clauses or sentences or words short exclamation, sometimes inserted into a sentence

My dog eats quickly. When he isvery hungry, he eats reallyquickly. Tara is Indian. She is beautiful. We went to school on Monday. I like dogs and I like cats. I like cats and dogs. I like dogs but I don't like cats. Ouch! That hurts! Hi! How are you? Well, I don't know.

Pronoun Preposition Conjunction

Interjection