A room­ful of glee in a room­ful of learn­ers


OW many of us truly know what we want from the mo­ment we are young? As chil­dren, we think of the many “It was one of the best de­ci­sions I’ve ever made. I re­ceived the ed­u­ca­tion I didn’t know I wanted. It was en­gag­ing and im­mer­sive. And gave me the op­por­tu­nity to vol­un­teer in Bank Street School for Chil­dren and had the op­por­tu­nity to work in Mary McDow­ell, which left a great im­pact on me.”

Pia soon re­turned to the Philip­pines to con­tinue to pur­sue her de­sire to help chil- their skills. These three fac­tors play such is go­ing through some­thing. When a child is go­ing through some­thing emo­tion­ally, there is an au­to­matic block. When a child is not mo­ti­vated or does not see the pur­pose of learn­ing, it is harder for in­for­ma­tion to get through. The skill area is the most straight­for­ward as­pect we deal with.”

She con­tin­ues, “A child can ei­ther have writ­ing and we have the tools to mea­sure that. Emo­tions and mo­ti­va­tion, on the oth- ad­dress. In the process, I have learned that books are the most pow­er­ful tool in deal­ing with both emo­tions and mo­ti­va­tion. We look for mean­ing­ful books that chil­dren can re­late to. We look for sto­ries that will give them ideas on how to re­solve their own prob­lems. When a child comes and is not mo­ti­vated to read at all, we search and search for books that he/she might be will­ing to try. Most times we suc­ceed, and of course, other times we don’t. I’m just happy to re­port more suc­cess than fail­ure.”

As for the im­por­tance of learn­ing “how we learn,” Pia says, “Once you un­der­stand how you learn best, you come up with strate­gies to be­come an in­de­pen­dent learner. Once teach­ers know how their stu-

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