Kristian Rey Jalagat M. Th. 4:30 pm 6:00 pm March 16, 2009 . !

!"ci"l"gy #nthr"p"l"gy 9 has $een a great help %"r me in &n'erstan'ing (hat is happening in "&r s"ciety. )ne "% the less"ns that (e ha' tac*le in this c"&rse is a$"&t 'e+iance an' s"cial c"ntr"l (hich is my %a+"rite. The less"n tal*s a$"&t (hat is 'e+iancy an' (hy pe"ple c"mmit 'e+iant acts as (ell as h"( s"ciety c"ntr"l this 'e+iant acts. The things that are tal*e' a$"&t in this chapter can $e seen in "&r s"ciety t"'ay. This chapter helpe' me &n'erstan' m"re a$"&t (hy pe"ple c"mmit 'e+iant acts an' c"ntr"l it. ,e als" ha' tac*le less"ns a$"&t s"cial strati%icati"n. This less"n gi+es me l"ts "% in%"rmati"n a$"&t h"( pe"ple 'i%%erentiate themsel+es %r"m "thers. t is sai' that s"cial strati%icati"n may $e +ie(e' as a s"cial str&ct&re, as a s"cial pr"cess, "r a s"cial pr"$lem. #s a s"cial str&ct&re, it is the 'i%%erentiati"n "% s"cial stat&ses an' s"cial r"les in a ran*e' "r'er. #s a s"cial pr"cess, it is the splitting "% s"cieties int" 'i%%erent categ"ries that may 'e+el"p c""perati"n, c"mpetiti"n an' c"n%lict $et(een s"cieties an' as a s"cial pr"$lem it in+"l+es 'isc"ntent an' str"ng 'eman's %"r e-&ality "r s"cial stat&s. n the less"n, (e ha' tal*e' a$"&t 'i%%erent the"ries "% s"cial strati%icati"n. .e%"re ha' a har' time &n'erstan'ing the the"ries $&t it gets clearer as "&r teacher as (ell as my classmates e/plaine' it t" me. #ll "% the the"ries a$"&t s"cial strati%icati"n are all tr&e an' is present in "&r s"cieties t"'ay. ,e als" ha' tal*e' a$"&t race, ethnicity, an' gen'er in the c"&rse. This chapter is a c"ntin&ati"n t" the s"cial strati%icati"n. This chapter tal*s a$"&t h"( pe"ple 'i%%erentiate themsel+es %r"m "ther pe"ple in relati"n t" race, ethnicity an' gen'er. 0i*e s"cial strati%icati"n, this less"n is als" +ery tr&e t" li%e $eca&se this things happening in the s"ciety that interesting in this c"&rse, $&t t" me ha' %&n tal*ing a$"&t 'e+iancy. ha' seen am in. There are many less"ns (hich are

. )&r instr&ct"r &se' a l"t "% meth"'s in helping &s &n'erstan' "&r less"ns. !"me (ere e%%ecti+e an' s"me (ere n"t. #m"ng all the meth"'"l"gies that "&r instr&ct"r &se', %"r me, the m"st e%%ecti+e "ne is (hen e/amples (ere gi+en $y him an' als" %r"m my classmates. 1/amples (hich are tr&e t" li%e an' +ery +isi$le in "&r s"ciety t"'ay. t act&ally ma*es the less"ns clearer an' &n'erstan'a$le especially less"ns (hich are har' t" &n'erstan'. act&ally li*e it (hen "&r instr&ct"r as*s e/amples "r "pini"ns %r"m &s act&ally l"+e it (hen the e/amples $eca&se it (ill enc"&rage &s t" +"ice "&t "&r "pini"ns an' als" it is "ne (ay "% sharing "&r e/periences t" "&r classmates (hich is g""'. (hich are gi+en are tr&e2t"2li%e sit&ati"ns $eca&se it (ill ma*e learner %&n an' m"re h&manistic. )n the "ther han', there (ere als" meth"'"l"gies that "&r instr&ct"r &se' (hich are act&ally n"t e%%ecti+e. )ne "% it is (hen he gi+es -&i33es t" &s (ith"&t e+en 'isc&ssing it yet. ,hat im trying t" say is (hen -&i33es are gi+en %irst then a%ter the -&i3 he (ill then 'isc&ss the t"pics that (ere -&esti"ne' in the -&i3. #lm"st all "% &s '"n4t li*e the (ay -&i33es are gi+en. nstea' "% helping the st&'ent pass this s&$5ect, it (ill "nly ma*e "&r gra'es ("rst.

. There are a l"t "% (ays in ma*ing this s&$5ect impr"+e an' learning t" $e %&n. ("&l' li*e t" s&ggest ha+ing a %ilm sh"(ing. n this (ay, learning (ill $e m&ch %&n an' (ill impr"+e the st&'ents &n'erstan'ing a$"&t the less"ns that are tal*e' a$"&t. t is $eca&se m"+ies can $e easily internali3e' thr& the 'i%%erent scenes that the (riter (ants t" sh"(. !"metime it is m&ch $etter (hen (atching m"+ies rather than listening t" the teacher e/plaining the less"ns an' 5&st imagining the e/amples that are gi+en. n (atching m"+ies, it (ill $e m&ch easy %"r st&'ents t" relate their "(n li%e e/periences t" their "$ser+ati"ns (hich they can see in the s"ciety that they are in. #%ter the %ilm sh"(ing, re-&ire the st&'ents t" ma*e a reacti"n paper "r s"mething that (ill ma*e them tell (hat they ha' &n'erstan' "r learn %r"m the m"+ie that they ha' (atch an' h"( (ill they relate it t" the less"ns that (ere 'isc&sse'. ("&l' als" li*e t" s&ggest ha+ing s"me"ne in+ite' in the class t" spea* an' teach the st&'ents. n this (ay, &n'erstan'ing the less"ns (ill $e m&ch easy %"r the st&'ents. n+ite s"me"ne (h" (ill gi+e a l"t "% %acts an' tr&e t" li%e e/periences (hich (ill ma*e &n'erstan'ing easy. ,hen s"me"ne ne( is tal*ing in %r"nt, st&'ents are li*ely t" pay attenti"n t" that pers"n tal*ing. !t&'ents (ill m&ch li*ely pay attenti"n t" th"se spea*ers (h" *n"(s (hat he is saying "r s"me"ne li*e an e/pert t" a certain s&$5ect. thin* the s&ggesti"ns gi+en a$"+e are n"t that easy t" '". % the instr&ct"r %aile' t" '" th"se things, he m&st then e/plain the less"ns himsel% in s&ch a (ay that the st&'ents (ill $e a$le t" &n'erstan' the less"ns easily. 6e m&st ma*e learning m"re &n'erstan'a$le $y gi+ing e/amples (hich are +ery c"mprehensi+e t" st&'ents. als" ("&l' li*e t" s&ggest that he m&st n"t al(ays re-&ire his st&'ents t" spea* 1nglish in the class $eca&se (e are 7ilipin"s an' it (ill $e har' %"r s"me st&'ents t" e/press their "pini"ns in &sing 1nglish lang&age.

8. There are l"ts "% (ays an' acti+ities that c"&l' $e +ery help%&l in impr"+ing this s&$5ect. The s&$5ect is c"ncerne' a$"&t the s"ciety as (ell as the mem$ers "% the s"ciety. 9e"ple (h" are resp"nsi$le in ma*ing their s"ciety last. #si'e %r"m gi+ing st&'ents c"mm&nity immersi"n rep"rts, in "r'er %"r the st&'ent t" *n"( the 'i%%erent s"cieties an' &n'erstan' h"( their s"ciety ("r*, they sh"&l' $e "riente' "r %amiliari3e themsel+es $y ta*ing them t" 'i%%erent %iel's (hich s"cieties are present an' +isi$le. :i+e them s"me time t" ha+e a %iel'trip %"r them t" *n"( an' 'i%%erentiate "ne s"ciety %r"m an"ther. Ta*e them t" places (here st&'ents are a$le t" apply their learning an' *n"(le'ge a$"&t the s&$5ect. The teacher sh"&l' als" g" (ith the st&'ents t" acc"mpany them s" that they may ha+e a g&i'e t" the appr"priate place (hich they are g"ing t". 0et the st&'ents g" t" +illages l"cate' %ar %r"m city. #%ter the trip, let the st&'ents ma*e a c"mp"siti"n that e/plains a$"&t h"( they 'i%%erentiate "ne s"ciety %r"m an"ther in terms "% practices, $elie%s, tra'iti"ns, $eha+i"rs, n"rms an' +al&es.

8. n this s&$5ect, can say that "&r instr&ct"r is "ne great e'&cat"r. can tell that "&r teacher really *n"(s the s&$5ect matter $eca&se '&ring lect&re, really can &n'erstan' the t"pics that (e tac*le. 6e is als" a$le t" manage a l"t "% st&'ents. .&t there are things that ma*e me sa' a$"&t "&r teacher. hate it (hen -&i33es are gi+en $e%"re the 'isc&ssi"n "% the less"ns. hate it (hen he ("&l' p"st the pages in the $""* "n the $"ar' an' tells &s that (e ha' t" st&'y th"se pages $eca&se (e (ill $e ha+ing a -&i3 a$"&t that s&$5ect matter. ;s&ally, a 'isc&ssi"n ta*es place a%ter the -&i3, $&t i% the t"pics are s"me(hat 'i%%ic&lt t" c"mprehen', he then ma*e acti"ns t" that an' (ill e/plain the things that (e cann"t &n'erstan'. .&t e+en th"&gh he is li*e that, still a'mire him. li*e the (ay he teaches &s an' it really ma*es sense. really can tell that "&r teacher really *n"(s the s&$5ect +ery (ell. May$e $eca&se he teaches !"c. !ci. %"r a l"ng time. 6e als" has a (eir' sense "% h&m"r (hich really ma*es me la&gh. !"metimes he crac*s 5"*es '&ring class $&t s"me "% my classmates '"n4t li*e the (ay he crac*s it $eca&se t" them its seems t" $e li*e c"rny. )ne thing really li*e a$"&t "&r teacher is that he enc"&rages &s t" p&rs&e "&r 'reams. l"+e it (hen he gi+es ("r's "% (is'"m. ,e are really l&c* that (e ha' a teacher li*e him. This s&$5ect (as really a great e/perience t" me. ("&l' really treas&re the things that (e ha' tal*e' a$"&t an' apply it in my 'aily li%e. #ll can say t" him is that *eep &p the g""' ("r*, *eep e'&cating st&'ents an' (ish y"& all the $est in li%e. ,e (ill miss y"& sir.