Mindoro State College of Agriculture and Technology: Main Campus

Republic of the Philippines
MINDORO STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY

MAIN CAMPUS
Alcate, Victoria, Oriental Mindoro
Introduction
According to James McCroskey, communication apprehension is

the broad term that refers to an individual’s “fear or anxiety
associated with either real or anticipated communication with
another person or persons” (McCroskey, 2001). At its heart,
communication apprehension is a psychological response, however,
quickly becomes physical as our body responds to the threat the
mind perceives. Our bodies cannot distinguish between
psychological and physical threats, so we react as though we are
facing a Mack truck barrelling in our direction. The body’s
circulatory and adrenal systems shift into overdrive, preparing
us to function at maximum physical efficiency –the “flight or
fight” response (Sapolsky, 2004). Yet instead of running away or
fighting, all we need to do is stand and talk. When it comes to
communication apprehension, our physical responses are often not
well adapted to the nature of the threat we face, as the excess
energy created by our body can make it harder for us to be
effective public speakers. But because communication
apprehension is rooted in our minds, if we understand more about
the nature of the body’s responses to stress, we can better
develop mechanisms for managing the body’s misguided attempts to
help us cope with our fear of social judgment.
There are a number of physical sensations associated with

communication apprehension. We might notice our heart pounding
or our hands feeling clammy. We may break out in sweat. We may
have “stomach butterflies” or even feel nauseated. Our hands and
MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence
MAIN CAMPUS
legs might start to shake, or we may begin to pace nervously.

Our voices may quiver, and we may have a “dry mouth” sensation
that makes it difficult to articulate even simple words.
Breathing becomes more rapid and, in extreme cases, we might
feel dizzy or light-headed. Anxiety about communicating is
profoundly disconcerting because we feel powerless to control
our bodies. Furthermore, we may become so anxious that we fear
we will forget or name, much less remember the main points of
the speech we are about to deliver.
The physiological changes produced in the body at critical

moments are designed to contribute to the efficient use of
muscles and expand available energy. Circulation and breathing
become more rapid so that additional oxygen can reach the
muscles. Increased circulation causes us to sweat.
Adrenaline rushes through our body instructing the body to
speed up its movements. If we stay immobile behind a lectern,
this hormonal urge to speed up may produce shaking and
trembling. Additionally, digestive processes are inhibited so we
will not lapse into the relaxed, sleepy state that is typically
after eating. Instead of feeling sleepy, we feel butterflies in
the pit of our stomach. By understanding what is happening to
our bodies in response to the stress of public speaking, we can
better cope with these reactions and channel them in
constructive directions.
Any conscious emotional state such as anxiety or excitement

consists of two components: a primary reaction of the central
nervous system and an intellectual interpretation of these
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physiological responses. The physiological state we label as

communication anxiety does not differ from ones we label rage or
excitement. Even experienced, effective speakers and performers
experience some communication apprehension. What differs is the
mental label that we put on the experience. Effective speakers
have learned to channel their body’s reactions, using the energy
released by these physiological reactions to create animation
and stage presence.
21st century skills and the English language classroom

Are you teaching in a 21st century classroom? Chances are
if you are an English language educator working in the
classroom today, you have already moved well ahead of your
peers and colleagues teaching math, science, and good old
fashioned grammar. Now that you know...
July 27, 2016 221 66369
Are you teaching in a 21st century classroom? Chances are

if you are an English language educator working in the
classroom today, you have already moved well ahead of your
peers and colleagues teaching math, science, and good old
fashioned grammar. Now that you know you are 21st century
teacher, what does that mean? And how do you know if you
have moved ahead of the curve to embrace what we call the
21st century skills?

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Actually, “21st century skills” is a bit of a misnomer. The

prized skills of the 21st century actually have existed in
teaching and learning as long as we have been teaching and
learning. Socrates and Aristotle would feel right at home
(although maybe underdressed) in a 21st century class. The
phrase itself is meant to imply a classroom that is ready
for the upcoming STEM needs of employment that will allow
for innovation, development and major advances across tech
and on-tech industries. Yet, the skills themselves do not
imply a highly technological classroom. In fact, a modern
21st century class can be a surprisingly low-budget place.
The 21st century skills can be summarized by the 4Cs:
4cs-of-21st-century-skills
Communication
Critical Thinking
Creativity
Collaboration
Reading through this list, you may think to yourself, “Hey,
those are my classroom goals as an English language
teacher!” Finally, the rest of the world has caught up with
the modern English language classroom. Of course, when
describing these skills we aren’t just talking about
teaching English, but skills that can be used to prepare
learners for the 21st century. This means we want our
students to be able to:

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Perform independently and with groups in a highly

technologically advanced atmosphere
Be ready for daily, global interaction
Be cable of adaptive, flexible and creative thinking
Understand how to plan for, build, and include
collaboration with peers who are colleagues and experts in
the field.
Students and 21st century skills
This goes a bit above and beyond the basics of the walls of
the English language classroom. And yet, preparing our
students for the 21st century doesn’t require a classroom
that looks like the set of a science fiction movie. In
fact, several teachers have proved that you can embed 21st
century skills be utilising the most important resource
available in the classroom.
Your students.
Sergio Correra is an inspired young teacher working at the

Jose Urbina Lopez Primary School on the US Border with
Mexico. After a year of teaching uninspired curriculum to
students who were clearly disengaged he decided to go back
to the drawing board. He spent time research ways to
improve student engagement and performance and stumbled
across very interesting research that could be boiled down
into one question: why? Or rather, getting students to ask
the question: “why?” At the beginning of his next school
year, he arranged the desk in a circle, sat his students
down and asked: “What do you want to learn about?” Using
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this as the jumping off point he encouraged students to ask

questions, to seek out more information and to find more
questions to answer. Over the next year he saw the tests
scores of his students rise, the engagement and enthusiasm
improve, and received approval and by in from his principal
and fellow educators. With few resources and limited access
to technology he found his students shifting from the
lowest testing group in the nation to being ranked among
the highest for their performance on standardised tests in
the country. In fact, one of his students was the single
highest performing maths student in the entire country.
Mr. Correra was inspired by research and reports based on

work of the Indian educator Sugata Mitra. The principle
behind Mr. Mitra’s approach is to drive students curiosity
by letting them drive the own learning. In one of his most
famous examples he walked into a classroom in India with
computers loaded with information. He explained to the
students now curious about the big shining boxes that
inside there was something interesting.
And then he left the students to it.
In the course of a year students had taught themselves

everything from English to molecular biology, all without
the guidance of a teacher. Rather, they were driven by
their natural curiosity, playing off of each other’s
discoveries to go farther and learn more. Embodying what it

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means to be self-guided, innovative, collaborative and

curious learners.
Keeping your curriculum in the 21st century

Clearly, these students given freedom were able to embrace
questions of curiosity, motivate themselves and learn
without guidance. And while this may be wonderful for
learners, this isn’t exactly helpful for teachers. To get
to the 21st century skills and inspire motivation, do we
have to throw away our syllabus and our books and trust
only in our learners to motivate themselves?
Fortunately for those of us who have chosen a career in

education, that is not the case. We as educators can take
lessons from Mr. Correra and Mr. Mitra and use these as way
to inspire interest and engagement in our own classroom
while building 21st century skills in our learners. As
language teachers it’s a matter of blending the 4Cs more
thoughtfully into a student centered classroom where
learners can engage in high interest content that is
relevant, useful, and promotes innovation.
Take your average prepositions lesson as an example. Even

in the best communicative classroom a teacher may still
spend some time explaining the rules, setting up the
activity and delivering instruction. By applying the 4Cs we
can turn this lesson a bit more on its head, making a
typical ELL grammar lesson into something magical.

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For example:
Collaborate: Start off by handing out magazines or picture

books. Have the students collaborate together to choose a
picture.
Communication, Critical thinking, and Creativity: Ask your

students to work together to create to ways to give
directions. One set of directions for a student who is
blind. Another set of directions for a student who is deaf.
Encourage students to think outside the box and think about
ways to give the directions using a computer, a mobile
phone, a television, or a YouTube video. While there may be
some L1 use in the classroom the goal is for the final
product to be in English. Stand back and watch your
learners go.
Another way to engage with 21st century skills using a

typical ELL lesson: the “What’s your favorite food lesson?”
At some point, we have all experienced it.
Collaborate: In groups, have students create a survey to

assess classroom interest in 10 different foods
representing different types of meals (breakfast, lunch,
dinner, dessert).
Communication: Once finished have learners use the

information to create a pie or bar graph to communicate the
results and determine which meals are the favorite.
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Critical thinking: Have the students compare their answers

with answers from others groups. How many differences are
there in the reporting? Is the information consistent with
the same foods or does it change drastically? Have students
compare their results with other teams. Then ask the groups
to create a short writing or spoken piece to explain how
their results differed from other students.
Creativity: Using the information collected from the class,

and after analysing data from other students, have groups
work together to create an advertising campaign that will
make the foods that students liked least into foods
students may like more. For example, if the survey said
that most students did not like kim-chi-chigae for
breakfast, the group would need to work together to create
an advertising campaign to make kim-chi-chigae seem like a
tasty choice for breakfast. To do this student should
consider what makes certain foods more popular in the
class. Of course this may require further follow up
interviewing to find out why students like one thing and
not another, this information can then be used in the
campaign. This lesson may play out over a few days but in
the end, everyone involved will have gotten a lot more out
of the lesson than perhaps they had anticipated going in.
Both of these examples represent the use of 21st skills in

the ELL classroom. Each lesson also embeds, in one way or
another, important STEM skills. In the preposition lesson
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the students may use engineering and technology to find a

better way to give directions. In our favorite foods
lesson, students are engaging with science (and a bit of
sociology) and mathematics. All together it becomes a
rounded classroom experience where teachers have an active
role as facilitator and students become inspired, self-
guided learners-who still manage to work inside of the
confines of the curriculum.
In the end, 21st century skills, and using them in the

classroom, is not really about teaching at all. These
skills, and truly the skills that will spell success for
our learners in the future, are going to be how capable
they are as independent and curious individuals. Our real
challenge as educators is to model a desire to embrace the
known, the unknown, and the just plain unknowable. As Alwin
Toffler, writer and futurist, put it: “The illiterate of
the 21st century will not be those who cannot read and
write, but those who cannot learn, unlearn, and relearn.”
This article was first published on the KOTESOL Online

Journal. Sara Davila is a teacher and educator who has
spent more than a decade immersed in communicative language
pedagogy and outlandish learner centered teaching. She is
currently informing the next generation of curriculum as a
Learning Expert with Pearson English. Her personal
contributions to the field can be found at
www.saradavila.com

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13 Essential 21st Century Skills for Todays Students

Educators and workforce experts alike often warn that our
children need improved 21st century skills. Without these
skills, they will not be able to successfully participate
in the global economy. They won’t be adequately prepared
for college and work.
But what, exactly, are 21st century skills? Are we just

talking about computer and technology skills? And who
decides which skills make the list?
It depends on who you ask. But a Hanover Research report, A

Crosswalk of 21st Century Skills, sheds some light on the
subject.
More than Computers & Technology
Hanover Research recently analyzed six major educational

frameworks designed to improve the development of 21st
century skills. This included frameworks and critical
skills listed by the Partnership for 21st Century Skills,
Tony Wagner’s Seven Survival Skills, the Metiri Group’s
enGauge framework, the Iowa Core 21st Century Skills,
developed by the Iowa Department of Education, the

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Connecticut State Department of Education and the

Assessment and Teaching of 21st Century Skills (ATC21S).
While each framework has slightly different list of

critical 21st century skills, all agree on four critical
areas for development:
Collaboration and teamwork

Creativity and imagination
Critical thinking
Problem solving
“It is easy to see how these skills could be valuable to a
new high school graduate and to employers, as well as how
these skills can easily interact with one another,”
according to the Hanover Research report. Others, such as
the research division of the Kamehameha Schools in Hawaii,
draw similar conclusions from the various frameworks on
21st century skills.
“More than technological expertise, 21st century skills

refer to content knowledge, literacies and proficiencies
that prepare individuals to meet the challenges and
opportunities of today’s world,” stated the Kamehameha
Schools report, An Overview of 21st Century Skills.
Other Critical Skills for Success

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The Hanover Research analysis also identifies a second tier

of important 21st century skills, present in five of the
six major frameworks:
Flexibility and adaptability

Global and cultural awareness
Information literacy
Leadership
The following skills were present in four of the six
frameworks:
Civic literacy and citizenship

Oral and written communication skills
Social responsibility and ethics
Technology literacy
Initiative
“The driving force for the 21st century is the intellectual
capital of citizens,” said the Metiri Group in its white
paper, Twenty-First Century Skills. “Political, social and
economic advances in the United States during this
millennium will be possible only if the intellectual
potential of America youth is developed now.”
Deeper Dives
In other blog posts, we will continue to provide you with

information about critical success skills for the 21st
century. For example, what exactly do we mean by
collaboration and teamwork, or critical thinking? How can
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we, as supportive parents, do more to help our sons and

daughters develop these skills? What are the best
educational environments for teaching and learning these
skills?
We are also interested in hearing from you about the ways

you are helping young people prepare for a world in need of
highly skilled professionals. Just contact us at
mediainfo@envisionexperience.com if you’d like to share
your story. And, of course, we hope you will consider
Envision programs as an important way to help your children
and students develop these critical skills. We believe our
mission is vitally important. We hope you do too.
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There could be another reason why language is said to be

the framework of human communication.
We sometimes based this on the patterns of communication we
have observed through studies and researches. According to
some language experts like Noam Chomsky, it is innate for
an individual to have the LAD or commmonly known as
language acquisition device. It means that the nature of an
individual could greatly affect the development of his
language. Therefore, when learning occur with the use of
the second language. We could arrive on the idea that
language is acquire through practice just how we acquire
our first language. It was not possible for a man to have
this acquisition without the different factors.
Moreover, comorrhension apprehension happens when anxiety

triggers from the learner.
Basahin mo ung tatlong documents na sinend ko sayo. Basta

never give up on reading and you'll arrive on a definite
purpose.
Conjunction Exercises
Subordinating Conjunction Exercises
Complete each sentence using the subordinating conjunction
from the parenthesis:
I visit the Grand Canyon _________ I go to Arizona. (once,

whenever, wherever)
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This is the place _________ we stayed last time we visited.

(where, when, how)
_________ you win first place, you will receive a prize.
(wherever, if, unless)
You won’t pass the test _________ you study. (when, if,
unless)
Check your Grammar

I would like to see if I'm correct
No grammar or spelling mistakes found.
I could not get a seat, _________ I came early. (as,

though, when)
We are leaving Wednesday _________ or not it rains. (if,
whether, though)
Pay attention to your work _________ you will not make
mistakes. (so that, unless, or)
The musicians delivered a rousing performance _________
they had rehearsed often. (though, as, once)
She’s honest _________ everyone trusts her. (if, so, when)
Write this down _________ you forget. (or, when, lest)
Answers: 1 – whenever, 2 – where, 3 – if, 4 – unless, 5 –
though, 6 – whether, 7- so that, 8 – as, 9 – so, 10 – lest
Correlative Conjunction Exercises

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Complete each sentence using the correct correlative

conjunction pair from the parenthesis:
I plan to take my vacation _________ in June _________ in

July. (whether / or, either / or, as / if)
_________ I’m feeling happy _________ sad, I try to keep a
positive attitude. (either / or, whether / or, when / I’m)
_________ had I taken my shoes off _________ I found out we
had to leave again. (no sooner / than, rather / than,
whether / or)
_________ only is dark chocolate delicious, _________ it
can be healthy. (whether / or, not / but, just as / so)
_________ I have salad for dinner, _____________________I
can have ice cream for dessert. (if /then, when / than,
whether / or)
_________ flowers _________ trees grow _________ during
warm weather. (not only / or, both / and, not / but)
_________ do we enjoy summer vacation, _________ we
_________ enjoy winter break. (whether / or, not only / but
also, either / or)
Calculus is _________ easy _________ difficult _________
(not / but, both / and, either / or)
It’s _________ going to rain _________ snow tonight. (as /
if, either / or, as / as)
Savory flavors are _________ sweet _________ sour. (often /
and, neither / nor, both / and)
Answers: 1 – either / or, 2 – whether / or, 3 – no sooner /
than, 4 – not / but, 5 – if /then, 6 – both / and, 7 – not

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only / but also, 8 – not / but, 9 – either / or, 10 –

neither / nor
Coordinating Conjunction Exercises

Complete each sentence using the correct coordinating
conjunction from the parenthesis:
My car has a radio _________ a CD player. (but, or, and)

Sharon hates to listen to rap music, _________ will she
tolerate heavy metal. (but, nor, or)
Carol wanted to drive to Colorado, _________ Bill insisted
that they fly. (and, or, but)
I’m afraid of heights, _________ I appreciate the view from
the top of this building. (and, yet, nor)
I have to be on time, _________ my boss will be annoyed if
I’m late. (and, nor, for)
Do you like chocolate _________ vanilla ice cream better?
(or, nor, and)
I have to go to work at six, _________ I’m waking up at
four. (but, so, yet)
I was on time, _________ everyone else was late. (so, but,
for)
Nadia doesn’t like to drive, _________ she takes the bus
everywhere. (but, yet, so)
Our trip to the museum was interesting, _________ there
were several new artifacts on display. (but, for, yet)
Answers: 1 – and, 2 – nor, 3 – but, 4 – yet, 5 – for, 6 –
or, 7- so, 8 – but, 9 – so, 10 – for

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Conjunctive Adverb Exercises

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Republic of the Philippines

MINDORO STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY

According to James McCroskey, communication apprehension is

There are a number of physical sensations associated with

legs might start to shake, or we may begin to pace nervously.

The physiological changes produced in the body at critical

Any conscious emotional state such as anxiety or excitement

physiological responses. The physiological state we label as

21st century skills and the English language classroom

July 27, 2016 221 66369

Are you teaching in a 21st century classroom? Chances are

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

Actually, “21st century skills” is a bit of a misnomer. The

The 21st century skills can be summarized by the 4Cs:

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

Perform independently and with groups in a highly

Sergio Correra is an inspired young teacher working at the

this as the jumping off point he encouraged students to ask

Mr. Correra was inspired by research and reports based on

And then he left the students to it.

In the course of a year students had taught themselves

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

means to be self-guided, innovative, collaborative and

Keeping your curriculum in the 21st century

Fortunately for those of us who have chosen a career in

Take your average prepositions lesson as an example. Even

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

Collaborate: Start off by handing out magazines or picture

Communication, Critical thinking, and Creativity: Ask your

Another way to engage with 21st century skills using a

Collaborate: In groups, have students create a survey to

Communication: Once finished have learners use the

Critical thinking: Have the students compare their answers

Creativity: Using the information collected from the class,

Both of these examples represent the use of 21st skills in

the students may use engineering and technology to find a

In the end, 21st century skills, and using them in the

This article was first published on the KOTESOL Online

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

13 Essential 21st Century Skills for Todays Students

But what, exactly, are 21st century skills? Are we just

It depends on who you ask. But a Hanover Research report, A

More than Computers & Technology

Hanover Research recently analyzed six major educational

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

Connecticut State Department of Education and the

While each framework has slightly different list of

Collaboration and teamwork

“More than technological expertise, 21st century skills

Other Critical Skills for Success

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

The Hanover Research analysis also identifies a second tier

Flexibility and adaptability

Civic literacy and citizenship

In other blog posts, we will continue to provide you with

we, as supportive parents, do more to help our sons and

We are also interested in hearing from you about the ways

Use a Facebook account to add a comment, subject to

HOME CONTACT US TERMS & CONDITIONS PRIVACY POLICY STUDENT

MinSCAT upholds RICE – Responsibility, Involvement, Commitment, Excellence

There could be another reason why language is said to be

Moreover, comorrhension apprehension happens when anxiety

Basahin mo ung tatlong documents na sinend ko sayo. Basta

I plan to take my vacation _ in June _ in