| Introduction | | | | use the vernacular in some part of my discussion. To |
| Knowledge in earth science is very vital in nation | | | | maximize understanding of a certain concept, I |
| building. Almost everything we do each day is | | | | translated some scientific terms into the students' |
| connected in some way to Earth: to its land, oceans, | | | | vernacular so that they can fully understand what am |
| atmosphere, plants, and animals. The food we eat, | | | | I talking or explaining about. |
| the water we drink, our homes and offices, the | | | | In our school it was really noted that non-readers or |
| clothes we wear, the energy we use, and the air we | | | | readers with poor comprehension pull down the |
| breathe are all grown in, taken from, surround, or | | | | performance of the school during achievement test |
| move through the planet. According to American | | | | (Division, Regional or National). To partly solve the |
| Geological Institute (AGI) Foundation, by 2025, eight | | | | problem, if not totally eradicate, an Informal Reading |
| billion people will live on Earth. This number of people | | | | Inventory (IRI) was conducted. This will gauge the |
| will undoubtedly continue extracting resources to | | | | reading level of the First Year students so that the |
| maintain a high quality of life. As we benefit from all | | | | school, especially the teachers can identify who |
| the resources we get from the Earth, then we, as | | | | among the students are non-readers or has poor |
| individuals and citizens, need to know more about our | | | | reading comprehension. After the inventory it was |
| planet - its processes, its resources, and its | | | | found out that there are students with reading ability |
| environment. And only through Earth Science | | | | that is of Grade I level and there are really |
| education can students understand and appreciate | | | | non-readers. So another burden is given to English |
| our complex planet. In this present time, the old and | | | | teachers because aside from teaching their usual |
| the young must join hands and help one another in | | | | subject loads, they will do remedial classes for those |
| the serious task of nation-building, the young to learn | | | | students identified as non-readers or with poor |
| from the wisdom and experience of the elders, the | | | | reading comprehension. It is not only a burden for the |
| elders to recognize the impatience of the youth. In | | | | English teachers but for other teachers as well who |
| contrast, not all young students are willing to | | | | taught subjects with English as a medium of |
| cooperate in order to acquire the needed knowledge, | | | | instruction. It should also be noted that poor or |
| attitudes and skills essential for a secure future. It is | | | | substantive English background slows down the |
| then a burgeoning task for the teacher to facilitate | | | | process of scientific development because it is hard |
| learning so that quality education will be acquired by | | | | to understand scientific concepts while at the same |
| the students. This paper will discuss the different | | | | time learning English language - this is learning two |
| challenges faced by the teacher in imparting | | | | things simultaneously. |
| knowledge about Earth Science in public secondary | | | | Discipline Inside the Classroom |
| school, likewise it will also discuss the positive aspects | | | | In a classroom of more than fifty students or in |
| in learning the subject. | | | | some classroom sixty students, it is really important |
| THE CHALLENGES | | | | that discipline should always reign for maximum |
| Motivation | | | | learning. In my first year of teaching, classroom |
| My first experience in teaching earth science was on | | | | discipline is really an issue for me. I easily got irritated |
| September 2005 in one of the public secondary | | | | by students who were noisy, always going outside |
| schools in Davao Oriental, specifically in District 1. I | | | | the classroom without valid reasons, and students |
| can still remember the first day when I entered the | | | | yelling or fighting with each other. But through reading |
| class of more than fifty (50) students crowded in a | | | | books and attending seminars about classroom |
| classroom. Some of them were busy chatting with | | | | discipline, this problem was slowly been elucidated. |
| their classmates, some were busy doing different | | | | A well managed classroom will give the students rich |
| tasks in their seats, etc. The first question that | | | | opportunities for mental growth and development. |
| popped into my mind during that moment was: how | | | | Good classroom discipline produces favorable working |
| can I get the attention of the students? As I | | | | conditions conducive to good learning and makes |
| introduced myself to them as their new science | | | | school work enjoyable and interesting. One aspect of |
| teacher, I saw different emotions reflecting on their | | | | the teacher's role under the concept of discipline is to |
| faces. There were emotions of excitement, worries, | | | | help students practice self-control and to develop |
| anxieties, happiness, etc. I am not really sure if they | | | | standards of individual values and activities that will be |
| were prepared to take new lessons in earth science. | | | | carried on regardless of whether the teacher or |
| What I did was to let them get a piece of paper and | | | | parent or someone else in authority is around or not. |
| let them write in there: their names, favorite subject, | | | | The concept of discipline when I was still in my |
| subject they hate most and why they love/hate a | | | | elementary years is really different as compared with |
| certain subject, and their expectation/s of the | | | | modern concept of discipline which is based on |
| subject. I did this just to know whether they have | | | | democratic principles. A good discipline is one that |
| interest in the subject or to know what subjects | | | | develops self-direction and self-discipline rather than |
| they liked best and the reasons why they love the | | | | discipline based on compulsion and obedience. In |
| subject. From that, I learned that out of more than | | | | addition, he laid emphasis on becoming familiar with |
| fifty (50) students, only four (4) said that they like | | | | the cause of violation of discipline in order that such |
| science subject. When I asked them why they do | | | | causes may be minimized, if not prevented, and |
| not like science as a subject, the common answer | | | | offenses may be more satisfactorily diagnosed and |
| was: "Science is a difficult subject". From that | | | | treated. |
| experience alone, I got an insight that students will | | | | As facilitator of students' learning in Earth Science I |
| have difficulty in learning a subject if they do not like | | | | should always bear in mind that classroom discipline is |
| the subject. Indeed, teaching Earth Science to | | | | really one of the vital tools so that learning could be |
| undergraduates or high school students could be | | | | attained. It is an inevitable fact that the teacher can |
| difficult "if the students are not motivated or if they | | | | be an effective facilitator of learning only when there |
| are not interested in the subject". | | | | is discipline and proper classroom management in |
| There are several ways of motivating the students | | | | teaching-learning. |
| to be interested in Earth Science. In my own | | | | Making Use of Technology |
| experience, I used songs as part of my lessons - | | | | The use of textbooks alone in imparting science |
| songs which are easy to learn and frequently heard | | | | concepts and processes is not enough. Any ordinary |
| by the students. I used the tune of a particular song | | | | classroom on Earth is not the best place to observe |
| and changed the lyrics so that it will fit with the topic | | | | interactions ranging in scale from solar system to the |
| I am discussing. There are also songs introduced to | | | | components of a cell. With just pure lectures, often |
| us during seminars that are very helpful because | | | | learners are forced to create their own mental |
| students would find it easier to memorize certain | | | | images to understand situations they cannot view |
| science concepts by just singing the songs over and | | | | directly. In many instances the result has been a |
| over again. Example of these songs are: "We're the | | | | misconception that takes on a reality of its own |
| Scientist" - in the tune of "Ako'y Isang Pinoy"; | | | | inside the students mind. Standard textbooks have |
| "Sistemang Harana" - in the tune of "Harana" as | | | | been ineffective in changing these deeply rooted |
| popularized by Parokya ni Edgar, this emphasizes the | | | | misconceptions. Students remain confused about |
| importance of scientific method in solving problem; | | | | topics involving basic spatial relationships such as the |
| "Super Science" - in the tune of "Superman", stressed | | | | reason for the seasons. To solve this problem, there |
| on the contributions of science in enhancing our lives; | | | | is persistent call for a teacher to be creative in his |
| and a jolly song - "Youngsters Love Science". After | | | | teaching and maximize the technology present. |
| introducing these songs, I found them useful in | | | | To keep pace with the advancement of Science and |
| memorizing scientific terms, concepts, and processes. | | | | Technology, teachers need to have creative and |
| With this, I feel happy when I heard some of my | | | | inquiring minds. Such thoughts and ideas "conceived |
| students singing those songs and sharing them with | | | | by the inquiring minds" inspire and challenge the |
| their friends. | | | | teacher to be creative. In connection with the call of |
| There are different ways of motivating students to | | | | being creative and to equate myself with the |
| learn Earth Science. Teachers should bear in their | | | | evolving technology, I constantly visit the World |
| mind that flexible approaches and connections to | | | | Wide Web so that I can make my lessons updated. |
| other subjects is the key to success in a classroom | | | | This was not easy for me because the place where |
| for motivating student interest. It was proven true | | | | I've been teaching has no internet connection and |
| with my personal teaching experiences. One should | | | | only during weekends that I can browse the Internet |
| not stick to one option if it doesn't work. Here are | | | | for topics that need further elaboration through |
| the motivating techniques which have been proven | | | | videos or flash animations. In addition, I used |
| to work well with most students: | | | | PowerPoint in order to make my lessons interactive |
| 1. Relate local or national or international news items | | | | to the students and I've found out that their interest |
| to some aspect of Earth Science. One may choose | | | | in my lessons was elevated with the use of |
| from a variety of items from the news. Some of the | | | | computers. Moreover, I was happy because our |
| older news items and their impact on social/political | | | | Principal really encouraged the use of PowerPoint in |
| life may also be of interest to students. Any news | | | | classroom instruction. In fact he proposed and |
| items relating to the following are generally welcomed | | | | spearheaded the implementation of Computer Aided |
| by most students for class discussion: Earthquakes; | | | | Instruction (CAI) in the Division of Davao Oriental. |
| Volcanoes; Tsunamis; Floods; Meteor Showers; and | | | | THE REWARDS |
| news items related to disasters - present or from | | | | Students' Achievement |
| past. | | | | The first person that would feel happy in the |
| 2. Pick a topic of common interest to most of the | | | | achievement of students in terms of learning Earth |
| students, such as social or political problem that they | | | | Science is the teacher. I personally beam with pride |
| are familiar with: nuclear power plants, illegal logging, | | | | when my students perform well during exams or on |
| global warming, consequences of urbanization; and | | | | the top rank during contest related to Earth Science. |
| mining. In my case, I used illegal logging, illegal fishing | | | | It was remarkable for me when my two contestants |
| and mining as my point of focus because these | | | | for the 2008 Division Science Quiz held in San Isidro |
| issues are really happening in our locality. | | | | National High School ranked second and third |
| 3. Historical or biblical or religious locations and the | | | | respectively. I felt that this is my reward for exerting |
| geology associated with it: the Chasm at Delphi and | | | | effort in reviewing students about science concepts |
| the Apollo Temple in Greece and the vapors that | | | | not only through books but also from the information |
| emanates from the location; the geology of biblical | | | | retrieved from the internet and by helping and |
| areas such as the ones in Middle East; the Taj Mahal | | | | teaching them how to use the computer in exploring |
| in India; the Pyramids in Egypt; the Great Wall of | | | | the Encarta Encyclopedia. I also felt fulfilled when I |
| China; Niagara Falls and Grand Canyon in USA; Stories | | | | see my students embraced positive attitudes in |
| of Precious stones and gems; and any other similar | | | | learning the subject. With this, I established in |
| ones. | | | | students' heart the love for Earth Science that could |
| 4. Anecdotes from the scientific discoveries | | | | be very helpful in learning other sciences like Biology, |
| contributions of great men/women of the past and | | | | Chemistry, and Physics. A course in earth sciences |
| present: Aristotle; Eratosthenes (measurement of the | | | | can provide to students an introduction to subject |
| circumference of the earth); Ptolemy; Copernicus; | | | | matter in all other sciences that illustrates their |
| Tycho Brahe; Johannes Kepler; Archimedes; Newton; | | | | relevance and connections. With a strong foundation |
| Einstein; James Hutton; Charles Lyell; N. L. Bowen; | | | | in Earth Science, students will no longer find difficulty |
| Alfred Wegener; Harry Hess; and many more names | | | | in learning other sciences. |
| that are worth mentioning in Earth Sciences. | | | | My Contribution in Nation-Building and for the Future |
| 5. Space exploration always fascinates students: | | | | As a teacher in Earth Science, I can say that I have |
| anecdotes of Lunar exploration; Mars missions and life | | | | a great role in building a nation -- a nation that |
| on Mars; Jupiter and its clouds and moons; discovery | | | | maximizes its resources but does not sacrifice the |
| of new stars and other galaxies outside our own; and | | | | future. Our lives and civilization depend upon how we |
| other similar explorations. | | | | understand and manage our planet. Earth processes |
| 6. There are several facts that intrigue and fascinate | | | | affect us all. Weather patterns influence the |
| most Earth Science students: a. Deepest mine in the | | | | availability of water resources and the potential for |
| world b. Deepest bore hole in the world c. | | | | earthquakes, volcanic eruptions, typhoons, and floods |
| Comparison of the above numbers with the radius of | | | | can kill large numbers of people and cause millions or |
| the Earth This can show them how little we know | | | | even billions of pesos in property damage. If our |
| about the earth through direct observation. d. | | | | students are well informed about those processes |
| Compare these distances with the distance to the | | | | affecting our lives then they would be cautious in |
| Moon These numbers can raise questions like "how | | | | every actions they will do like cutting trees, burning |
| come we did not go too far down inside the earth" | | | | too much fossil fuels, the use of aerosol sprays, etc. |
| and "how come we went almost quarter of a million | | | | Every lesson in Earth science will somehow connect |
| miles to the moon". e. Latitude and longitude and their | | | | students to the past, as well as challenging them to |
| use in navigation and the time zones f. Deep sea | | | | think about the future. |
| drilling and the mid-fifties project to drill past Moho | | | | Conclusion |
| into the mantle g. The election of President John F. | | | | Teaching Earth science in secondary school is not an |
| Kennedy and his pledge to land a man on the moon | | | | easy task. A lot of challenges must be surmounted |
| h. The theory of continental drift and the evidence | | | | so that teaching-learning could be a pleasant |
| for it i. The fascinating new theory of Plate Tectonics | | | | experience for both the teachers and students. My |
| and its development | | | | first three years experiences in teaching the subject |
| I used some of the items stated above and they | | | | have really shaped my knowledge and attitudes |
| worked for me in classrooms. Good general | | | | towards the subject. Since my elementary years as |
| knowledge coupled with interest and knowledge of a | | | | a student, I still bring the passion and love in |
| variety of items in Earth Sciences "can help the | | | | understanding the complex world of science. And |
| teacher in getting the students enthused in the | | | | now that I'm in the field, then it is my turn to |
| subject". As teacher, we should always bear in mind | | | | permeate my enthusiasm in learning science subjects |
| that Earth Science poses questions that are exciting | | | | to my students especially during their first science |
| as well as practical to children and adults alike. | | | | subject in secondary education which is the earth |
| Comprehension of the English Language | | | | science. |
| Provided that the students are well motivated in | | | | The earth sciences provide the best all-around |
| learning the subject, another problem comes in - how | | | | introduction to science. The earth sciences integrate |
| they will understand the instruction with the use of | | | | concepts from all other major disciplines of science, |
| English language? It is an inevitable fact that most of | | | | including biology, chemistry and physics. Thus, |
| my freshmen (first year) students do not understand | | | | teaching of earth sciences throughout the elementary |
| spoken or written English. Those that can fairly | | | | and secondary schools will promote scientific literacy |
| understand belong to the first section but there are | | | | in general. |
| also students in the first section that cannot speak | | | | As teachers we should always keep abreast of the |
| or write in English language correctly. This is really a | | | | technology so that our knowledge in the subject |
| problem because teaching Earth Science should be in | | | | matter will be updated from time to time. We should |
| English and all the references are written or published | | | | always let our students view science as part of their |
| in English. It is also a known fact that English is the | | | | everyday lives so that they will not feel alienated |
| "Universal language of Science". Therefore, in | | | | from it. |
| imparting knowledge to students, teachers should use | | | | Lastly, we should always bear in our minds that an |
| English as a medium of instruction. I must also admit | | | | understanding of the earth sciences is critical for a |
| that I am not perfect in terms of elaborating | | | | secure future. When we emphasize Earth science |
| concepts with the use of English so what I did was | | | | education, everyone benefits. |