Latest / PHLV Radio / #OnTheDot: Math gets a creative makeover in “The Art of Math” featuring Laureen C. Pelayo

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#OnTheDot: Math gets a creative makeover in “The Art of Math” featuring Laureen C. Pelayo · PHLV Radio

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Speaker 3: Hey everybody, duncan HALLI or no. Good evening, afternoon, good morning,
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but don't see shoe and show Hi. My name is
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Dorothy to and welcome to on the Dot and it
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is by AA. I'm losing sight of our fifth calendar.
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Middle of October, Napola okay.
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Speaker 4: So Hi Mia, Hello, Hello, Hello, how are you?
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Speaker 3: I am getting ready for the Grand Reunion and Convention
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in Houston, Texas for our awarding Mia. Congratulations U p
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A Nevada.
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Speaker 4: Yes, congratulations to all of us.
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Speaker 3: Poun my head dress.
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Speaker 4: We are we going to Texas already Thursday? Ipala?
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Speaker 3: Yes, yes, tomorrow, alrighty so without further ado, may I
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introduced when I I think guests also a yupahan person.
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Speaker 4: Yes, it's a member highlight yupa and member highlight, which
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also is our incoming secretary for twenty twenty six de
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bar Yes, I think, yes she is secretary and she
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is also a middle school mathematics my.
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Speaker 3: Favorite your favorite subject, Mia.
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Speaker 4: Not my favorite subject? Mathematic teacher Matt and Demopa Tape
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pronounced nin intimidate Naco mathematics teacher currently teaching a Waldorf
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inspired school in Las Vegas, Nevada. Art integration has always
2:53
been part of a tay. Pronounce c r u x.
2:57
How do you pronounce that?
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Speaker 3: The CROs crocs crocs crew crooks google calls Go ahead,
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I will google it.
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Speaker 4: You for teaching career of over two decades for her
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art lessons, you know, for for her art lessons. The
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trauma of learning as concrete meets the abstract, especially with mathematics.
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In how I approached maths, must not enjoy math using
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that No.
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Speaker 3: Yes, crocs crocs, Okay, she's correct, correct crocs. What are yorks.
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Speaker 4: Ing pain and watercolors? Actually k nominate Nissa art did
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Oh yes, we have your murder our guest Niko, and
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I'm interviewing Altsha. Miss Loreen Pelayo. Welcome to the show.
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Speaker 5: All right, good evening, good afternoon or good morning, yeah.
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Speaker 3: Or good good noon or whatever yeah, comes to coloren
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Ah Good.
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Speaker 5: Today has been an interesting day, or should I say
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yesterday we went to a field trip to the Bodies
4:36
exhibit in the Luxor. So that was my first field
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trip ever in the school here in Las Vegas, and yay.
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Kids are well behaved, kids were engaged, they had fun.
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So the class I took is both grade seven and eight,
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so their ages range from twelve to thirteen years old
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and a lot of fascination with their bodies because they
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are pubert ousis in puberty heading into teenagerhood and perfect timing.
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This is what I like about Waldorf, the Waldorf curriculum.
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They really put physiology in anatomy in that age range
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of grade seven grade eight. So the opportunity to go
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to this museum was awesome. I mean we saw everything skeleton, muscles, nerves,
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all the organs and even the development of the fetus,
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and the kids were excited, not subdued, but yeah, they
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had they had a lot to share and to say
5:45
when we got back to the classroom.
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Speaker 3: Wow, a.
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Speaker 4: Encyclopedia Abougristanica. That one a book of no popular science, popular.
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Speaker 5: Popular mechanics, no popular science science. Yeah.
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Speaker 4: I really found that encyclopedia very interesting. I read it, but.
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Speaker 3: Up, yeah, okay, it's on a good latter homia. You know,
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after reading Loren's bio, I was so delighted with the
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word Waldorf when I saw it, because you know, my
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son is a Waldorf school kid since first grade hang
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Gang until he was six years sixth grade, and then
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we came here's the US and we looked for Waldorf
6:47
school at the time in twenty twelve, I couldn't find any,
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so I put him in a public school.
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Speaker 2: So me.
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Speaker 3: You remember our guest ce Kate Sea Catherine Tember, She
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was in the studio when she when she visited Las Vegas.
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She she owns the Tuburan Institute. I remember we had
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a very u paran lalin At in conversations studio and
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we had to ask her several times in practical terms,
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how do you do that what do you mean, you know,
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what's the difference between Waldorf school and public school and
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regular school. So when I saw Laurenes Bio, I said, wow,
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and she knows another person whom I know, So you Angeling, Yeah.
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Speaker 5: I measure I've met Kate also. I think in one
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of the professional developments. I used to work in Akasha
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Waldorf School in Santa Rosa, Laguna, and almost every year
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we would have professional development and people from Gmut Cogan, Ballet,
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Sophia from and Tuboran from the ban they would come
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for professional development. So somewhere somehow I have met a
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few of the people there and hopefully they remember me too.
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But yes, so it is really an interesting pedagoguy.
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Speaker 3: In your own words, Loreine, how does it differ from
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normal school regular school? Very shortly? Yeah, yeah, uh huh
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uh wal door for dummies.
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Speaker 5: Yeah, okay.
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Speaker 2: No.
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Speaker 5: I've always been a traditional teacher, and I started out
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as a Catholic school teacher in Harlem, and then after
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about nine years of that, I went on to the
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public schools in the Bronx, which is public school traditional.
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After that, when we went home to the Philippines twenty fourteen,
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around twenty fifteen, twenty sixteen, we found Akasha Waldorf and
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I had no idea what that was about, but I
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walked in. I wanted to know more about their tuition,
9:10
just asking as a parent, but no I knew nothing
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about the pedagogy. They found out I was a math teacher.
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They needed a math teacher at that time. And when
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I joined their school, I started to slowly learn about Waldorf.
9:24
And I think if we were going to say Waldorf
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for dummies, it takes it takes the whole child. Don't
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hear holistic education, holistic health, all of that. And when
9:37
they really say head, heart and hands, a child will learn,
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not just with their head. Usually traditional schools, even Catholic schools,
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you will memorize things and then you will hopefully know
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it by heart. But most of the time it's just knowledge, knowledge, knowledge,
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But when are you going to use it? When will
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you experience it? And that's what I love about Waldorf schools.
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They go beyond just knowing it your head. You will
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know it by heart, you will use it, you will
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use your intuition. And of course, the best way to
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learn for anyone, whether you are a child or an adult,
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is with your hands, by doing it by touching it,
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by using all of your senses. So I would like
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to think you connect to the world not just through
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your head, but with walderf education, your whole body and
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your spirit. Yeah, that's all say how different it is
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from traditional schooling?
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Speaker 3: Right, speaking of spirit? Inter commercial mona in commercial nating
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is you chose this deck of cards, which we always
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do here. It's a show the Angel guide. Okay, so
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pick a number based on your intuition. Laurene Tamasca three
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ninety eight.
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Speaker 5: Simple, they came seventeen. It's a nice prime number.
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Speaker 3: Were grabbing me up? Number?
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Speaker 5: Well, it's it's also my youngest daughter's age.
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Speaker 3: From the top or from the bottom, from the top,
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from the top prime numbers.
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Speaker 4: Yea, me and Matt an Excrasha, I.
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Speaker 5: Don't know I can make you fall in love again?
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Speaker 3: How do you do that? Singing outen? How do you
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make as adults? For example, coming mea, how do you
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make it?
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Speaker 5: Was not just adults, because children come into my class.
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I hate math. I don't like math, and then they
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get that either they did struggle from their prior years
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in school or from families. Families will say that they're
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not good and then it becomes a family conversation. But
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I always start my school year with telling a math story.
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And we always think math is numbers, and it is
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generally it is, but it's not. It is patron finding,
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it is sequencing. It is literally. When I taught some
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older chus, older students, I think there was grade eight
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or grade nine, they said, I just can't do the math.
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And I said, well, who dressed you up this morning?
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Said well I did. Did you put your socks on
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first or your shoes? I said, well, of course I
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put my socks on first. Well who told you? Why
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not your shoes first? It doesn't make sense. I go,
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that's math. You make sense of the world around you
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by the patterns that you do. So you cannot say
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that you're not good at math unless somebody had to
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dress you up this morning. So I always start with
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not just numbers. You can tell math with words, with gestures,
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dressing up, and then most importantly, pictures. And math is
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the relationship between quantities. And if you know that something
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is bigger, you know something is more expensive, you know
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something is cheaper, that's math. And it doesn't even matter
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if there's numbers involved. If you were offered let's say
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somebody cut a sandwich supposedly in half. He imagine appalling.
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And they give you those two choices. If you are
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a child, you choose the bigger one. That's math already,
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so you just have to look at that relationship first
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and once you get it there, the fractions will follow
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and addition, subtraction, all of that. Then it gets a
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little more complicated because I have to of course introduce
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algebra statistics. But those are all patterns. Also, the best
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part for me, or one of my favorite topics or
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branches of math is geometry. Not have any numbers until
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sometime later in the end, but just to draw, just
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to put those triangles, those circles, and those squares together.
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The kids are like, oh, this is math, and I go, well,
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if you can count, besides, you know that you have
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a triangle or you know it's square.
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Speaker 4: So that's that's what I do with that. My mom
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is a is an architect, So when I was in
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high school, I was asking her to tutor me. So
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John three so I was I couldn't understand what the
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difference is, or what a sign and a co sign is.
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I was asking her to explain what is a co
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sign and what is a sign? And she kept saying,
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just memorize it, yeah, the pacablica. No, you have to
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tell me what it is for me to understand it.
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So Sab, just memorize it. And then so Nan, I
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don't know how I passed it, but I did memorize it.
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I memorized it, but I enjoy. And then I met
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this teacher I think a month ago, who explained to
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me what it was and don't.
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Speaker 5: Yeah, yeah, it's well, you know I I occasionally tutor
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from time to time all the way up to high school,
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and trigonometry is an all time favorite. Please can you
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tutor my child in that? And that is the sign,
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the cost sign, the tangent. But if you all, yeah,
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if you strip away all of those fancy words, it's
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just a triangle and its relationship to.
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Speaker 4: Be sis, just a relationship before maybe n a geometry.
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But you know, I didn't understand that it was. I
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was like, what what is it? What is a sign?
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What is a co sign? I kept on I just
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memorized it. That's why she said memorized.
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Speaker 3: But there was this there's this little notebook, little booklet
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on the sign called sign tangent called tangent that you
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have to look through SA college with tiny, tiny numbers.
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Speaker 5: Yeah, the very small increments, and that's it. You'll notice
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it gets bigger and bigger, bigger or smaller and smaller,
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but it doesn't tell you why the pattern works like that.
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So when I do almost like an introduction, it's as
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early as grade seven, we do triangle theorems, and we
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use a compass on a straight edge. We draw triangles
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and we measure them, and then that's it. And then
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once you figure out how to measure that somewhere sometime
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in high school I think grade ten, then you take
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those measurements and then you get those weird numbers and
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decimals in that little book. Although you know, I think
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in high school here they use if not scientific calculators
17:00
t I eighty three, t I eighty four or on
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the computers desmos. I'm not quite versed in that. That's
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really further up in high school. My my forte or
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my love Dela is middle school, and in Waldorf we
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try to avoid technology. Band on calculators, a classroom goal calculators.
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You will solve it, but you will have to show
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me how you solved it a go kite mali answer.
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I mean eventually will correct the answer. But if you
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can show me your thinking, Naman, it's just the arithmetic error,
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that's it. That's that's my goal. Made you understand when
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you add, you put something together, Luma lack in quantity
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good enough for me. So for now, let's say two
17:50
plus three seven okay, but you know that it's going
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to get big. Mejiailmunayo and figure out that it's five.
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Speaker 3: Yeah, so you said, yeah, the art of how do
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you use art to teach math?
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Speaker 4: For example?
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Speaker 5: And mia so as I said, there are a lot
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of people who are just not well versed in numbers,
18:21
but they must be gifted somewhere. Maybe you're good at drawing,
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so we have the compass, the straight edge, or even
18:28
freehand drawing, and then you can figure out if you
18:31
draw let's say a house alman noma, the roof is
18:35
on the top, and then you also know that you
18:37
will draw it in such a way that the house
18:39
won't topple or something like that. So that's drawing. Another
18:43
one is storytelling. Can you tell me a story? So
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let's say that you have that two plus three okay,
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So in numbers. We know two plus three plus five.
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But if you can put it in your mind and
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you don't want to think so much of the numbers.
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I have two apples, I have three oranges. When I
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put them together in a basket and I paid for them,
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I came out of the store with five fruits. If
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you can take those words and you write that story,
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then that's still telling math and using your your your gifts.
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I just had a recent lesson on integers. So we
19:23
have negative numbers, we have positive numbers. We have the
19:26
X axis, y axis, the axis, so that means going forward,
19:30
going backward, going left, going right, going up, going down.
19:34
One of the ways that I teach. So of course
19:36
we look at the formulas, we look at the numbers itself,
19:40
number lines, We do the drawings. But one of the
19:43
presentations that my students have to do is to do
19:45
a choreography. They have to dance it or if they
19:50
don't want to dancey geah. I have boys create I
19:53
don't care a sports, play a battlefield simulation and show
19:58
me tell the story. They'll yell out the story. They
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will do action. They will run and say we'll run
20:06
four steps forward out before and then it'll be like
20:09
catch that ball, go back three, negative three, and they'll
20:13
do all of that, and it was amazing. I had
20:15
two girls who said no, they wanted the dance, so
20:18
they did that. They did their little you know, wiggle
20:20
and everything like that. They were the only ones who
20:23
did what they call the z axis. One of the
20:26
girls lifted the smaller girl up and she said positive too,
20:31
one two, and then I'm going to walk forward I
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don't know how many steps, and then backward and then
20:36
I'll put her down negative two, one two. That's how
20:40
I do intechers. They had fun. We were out in
20:43
the school field. They were running around and why not,
20:47
And it's it's in their head because after that you
20:50
come into my classroom.
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Speaker 3: Aye.
20:51
Speaker 4: Yeah, Ala.
20:52
Speaker 5: I still have to give you the numbers. You still
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have to add subtrap multiplying device.
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Speaker 2: But it.
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Speaker 5: Sticks better. Then you sit there and memorize. If I
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go positive plus positive equals positive, negative plus negative equals negative.
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If I multiply, it's positive. It's it's so different if
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you do it with your bodies, and you do it
21:17
not just thinking, but you keep it in here in
21:21
your heart. I remember, I remember the feeling, not the emotion,
21:26
but the intuitive feeling that if I go up, I
21:30
have to add or I have to go positive above
21:34
sea level. If I have to go down, or if
21:38
I have to go to the left, or if I
21:40
have to go backwards, that is the feeling of pulling back.
21:44
I have to be negative.
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Speaker 3: Oh my goodness, you get that.
21:48
Speaker 5: You know some math?
21:50
Speaker 6: Me do.
21:58
Speaker 5: The dance.
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Speaker 3: Yes, he's a dancer, so.
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Speaker 5: You don't know you've been. So if you're a dancer,
22:05
you are a mathematician. Dance is math in movements the beats, yes,
22:12
and music is math in sound. Yeah, you cannot escape math.
22:20
Speaker 4: That's what I tell my students, and go and explain
22:26
langtak and how Hawaii.
22:32
Speaker 5: The day the truth. So I've been teaching what's a
22:35
nine seven but sixteen seventeen years before I met Waldorf.
22:41
When I started teaching Waldorf and the professional development and
22:46
the research and the readings and actually working with the students,
22:50
I was like, oh my gosh, I have to agree
22:52
with you. I wish I had been taught that way too.
22:56
Jeopardy in high school? What's this college you be? You
23:00
don't go around dancing in up? Could you imagine? That's
23:05
a Palmholka, and then your history teacher tells you to dance,
23:10
or your Math seventeen or Mac eleven teacher, so they
23:14
get your algebra, and then I want you to create
23:17
I don't know, a painting or it's it's It would
23:20
be wonderful if if we did get oh professors to
23:24
get that, but not not yet. Maybe you'll be blessed
23:27
if you can get algebra.
23:28
Speaker 4: No, my algebra. What's the first algebra? Algebra one? Yeah?
23:36
Speaker 5: Yeah, what are you talking about? I took calculus two
23:46
or math fifty four, and the professor drew what's called
23:50
the lima son So it's just a it's a loop
23:53
and then there's like a little loop inside, so it's
23:55
like a double loop. And then you're supposed to find
23:58
the area using integrals and and all of that, and
24:02
you going in Indiana. I will admit it, I could
24:05
not visualize it because he did grade six in Waldorf.
24:10
That's when I start teaching compass and straight edge. And
24:14
then we did like a series of circles. So calculus
24:19
means you take a series of circles or curves and
24:22
then you can find their area or their volume. This
24:25
is grade six. I'm not teaching area or volume. We
24:28
just drew this and it was a limass on. And
24:31
I said, if I had, if the professor had drawn
24:35
it where I can understand the curves are getting bigger
24:38
and the curves are getting smaller, and that's some sort
24:41
of pattern. But Khanaman, I would have done better. It
24:44
was he didn't. He just then here's the formula, but
24:49
then the actual drawing. And me as a teacher to
24:52
sixth graders, twelve year olds, eleven and twelve year olds,
24:55
it was like I san Andaman that was explained that way,
25:03
especially if you're a visual learner. Yea, most people are
25:08
visual learners, so Sana, but it's yeah, it is, it
25:13
is what it is, and I've I've always said. Also,
25:16
there was a recent so my daughter and one of
25:19
her friends met the Philippinas for dinner and we talked
25:24
a little bit about the schools that we're in, and
25:28
my daughter's friend said, oh, I wish that we could
25:32
do that, but my school doesn't have those things either
25:35
cool on you. I don't know books or the laboratory.
25:38
But I said, there's no school that can give you
25:42
one hundred percent of what you want, except for maybe homeschooling.
25:47
But what you can do, because she's a twelfth grader. Now,
25:51
what you can do is don't blame the school for
25:55
not having enough. No school will ever have enough. If
26:00
you know it's missing something, you have to take the
26:03
initiative and research on your own. Um, ask for help.
26:09
Do you need test tubs or something? And then mommy says, oh,
26:12
I can help, and yes, and then do those experiments,
26:16
or do those readings, or or do whatever it is
26:18
that you think your school cannot provide you at home.
26:22
Because the moment you take that step where you say
26:25
I cool on in school, go either you make it
26:28
a reason or you make it an excuse. If it's
26:31
an excuse, a coolang, I can't do anything. You won't
26:34
do anything. Excuse. Yeah, but it is a reason. Yes
26:38
the school doesn't have it, but it's a reason for
26:41
you to find another way problem solving. And that's what
26:45
we need, that's what we need for our youth.
26:48
Speaker 4: Yeah there. Until I know, until I was working, I
26:55
demand also into Philippines and finger math. I wanted to enroll.
27:01
Speaker 3: A finger math mia I.
27:05
Speaker 4: If you, if you, I love it by a new
27:08
finger macularine.
27:09
Speaker 5: The only one I know is when you multiply by nine.
27:15
But I really want so nine times three, so two
27:20
seven twenty seven? Yeah, yeah, nine, I know, I know,
27:28
I know how the nine. Tell my students, don't don't
27:34
be ashamed to use your fingers if you're in a
27:38
situation that you feel someone will laugh at your whatever,
27:41
they put your hands under the desk.
27:43
Speaker 3: No, no, no, no.
27:44
Speaker 4: I think that's up on a grade school you know,
27:46
when they ask, Yeah, they don't want to see that.
27:49
Speaker 5: But you know what, if you watch maybe some Ted
27:52
talks or some just scientists or mathematicians who talk, you
27:59
will see them holding their fingers because they're holding the
28:03
point of their their discussion. And I do that too,
28:08
and there are and I don't quote me on this,
28:11
but I believe I've seen an Indian and Chinese mathematicians
28:17
as they're thinking and writing whatever it is that they're
28:19
solving for, they're they're using their fingers, but they're not
28:22
saying one plus one with their fingers. They're really holding
28:25
the idea there. So I said, there's no shame in
28:29
putting it in your hands if that's where you can
28:31
hold it.
28:32
Speaker 4: Yeah, I think that's all Maca agreats because you know
28:35
how they the competition you Mago and anteosa multiplication table
28:42
and then they ask it to step forward. If you
28:44
get that ian oh na, what do you do with
28:49
the introverts? And then you get the answer and then
28:54
you're left behind? And I think that's roll map.
29:00
Speaker 5: Okay, hopefully they've they've stopped some of those practices. I mean,
29:06
you still need to know your multiplication and addition tables,
29:11
but at a speed that is comfortable for you. But
29:16
you should still challenge yourself to go faster yourself, not
29:22
outside influences that would shame you. Yeah, that that would
29:27
be yeah, yeah, I remember my youth to.
29:39
Speaker 3: Ruler. But no, well are you left behind? Oh yeah, yeah,
30:05
all right, t Yeah, So let's take about Let's take
30:09
a short break. Like I said earlier, we'll be in Houston,
30:16
so uh salamatayo organizing the Grand Reunion Convention.
30:23
Speaker 5: Loren No, what's the school year in the midst of yeah?
30:31
Speaker 3: Oh, well, break diamond break mona, I'm on the dot.
30:34
Let's take a very short break and we'll be right back.
30:37
Speaker 2: Okay, moving to Vegas. There's no better time than now.
30:42
So what are you waiting for? Called Benjamina today at
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seven zero two two eight one nine zero sixty three.
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Mia is also on Facebook, LinkedIn, and Instagram. You can
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also visit www dot Benjamina Mia Casino dot com and
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view available homes anytime. Remember the house wins when you
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bet on Benjamina Mia Casino.
31:14
Speaker 3: And I'm back on. Okay, everybody, we are back on
31:18
the dot. And it's beautiful. The weather is beautiful in
31:23
Las Vegas, and I'm sure somewhere else it's also beautiful.
31:27
Although Mimdelinol is a Pilipinas, so I don't know how
31:31
to say that. I don't know how you're going to
31:33
take care of yourselves, but you know it's the earth shaking,
31:36
so just just take shelter, alrighty. So, I mean it's
31:41
a Las Vegas. It's getting cooler and cooler and we
31:46
love that. So before we return to our guests, see
31:50
Lourent Palayo, let's have Mia, our current president of up
31:54
Alumna Association of Nevada, say something about the our organization there.
32:01
Speaker 4: Yes, we would like to invite you if you are
32:05
a graduate of at the University of the Philippines.
32:08
Speaker 3: Any hell us.
32:11
Speaker 4: Here us You're what come to join us University of
32:16
the Philippines Alumni Association of Nevada. Just text me or
32:22
email me at meam Casino at gmail dot com or
32:26
call me or text me at seven O two to
32:29
eight one nine zero sixty fifty dollars for lifetime membership
32:36
one time long and then you can join us. Also
32:39
for the g r C. Would you like to talk
32:41
about that dot Yes, but not this weekend na Sha.
32:48
Speaker 3: Yes, Yes, Friday and Saturday, and you can still register
32:53
if you want about Lourenca Friday in the call Hart cell.
32:59
Now okay, just stay here the Capanama break, you can
33:05
we accept walk ins b the PA since Friday and
33:12
Saturday Anatomia Western theme and Jubilarian night okay, Cowboy indigant
33:21
hand and the next day would be formal or Pilipiniana.
33:27
So I suppose to Ramasayaya because we have over two
33:33
hundred twenty. We're aiming for two hundred and fifty attendees.
33:39
Speaker 4: And Edward the recipients. One of the recipients of the
33:45
Alumni Outstanding Organizations.
33:50
Speaker 3: Yeah alumni chapter or alumni organization is.
33:56
Speaker 4: Wisconsin, Yes, Nevada and.
33:59
Speaker 3: Wiscon Sin So me I will be accepting the award
34:03
award is the Oblacians statuette. Congratulations to us and to
34:11
the other awardees. And I have a feeling that we
34:14
will be inviting the other awardees here on the dot MEA.
34:18
I think it's very important. We would like to do
34:20
that to give voice, to amplify the voice of the
34:23
Isklara Bayan Taiama is colar because the government subsidized our
34:29
tuition is cola Colar, Nat Lauren, she's here, she's teaching
34:35
math here, Lauren. You know when I was looking around
34:40
coming in from San Diego from California the other week,
34:46
I was looking around a strip and said, look at this.
34:48
This city is complete. Nayata a void, Madona time sphere.
34:57
It's complete with geometric solids, may sphere. We have a
35:01
square pyramid. You look sore where you went to It's
35:06
a square pyramid. Correct, Yeah, we have the sphere. Of course,
35:12
we have anoder cylinder is uh is in cylinder and
35:21
allegiant and T mobile is it? Is it a cylinder, cylindrical.
35:31
Speaker 5: Rounded, yeah, yeah, oloid yeah, oval cylinder yeah.
35:40
Speaker 3: Yeah, of course, the square uh young square. Jeez, I
35:49
forgot mylar prism, rectangular prism it's a rectangular prism. A
35:55
box is a rectangular.
35:58
Speaker 4: Stratosphere.
36:00
Speaker 3: The stratosphere I mean tower tower yeah, cylindrical, then parts
36:09
of it is cylindrical.
36:12
Speaker 5: Cone win win.
36:17
Speaker 3: Yeah, curbsha win Yeah. So Magandafield trips in Last Vegas
36:25
and learn about the architecture divices, still math, it.
36:29
Speaker 5: Still is quiet. And then of course it is the
36:32
city known for its recreational mathematics. I like that recreational mathematics.
36:49
I know, yeah, politically correct mathematics. I can, however, to
36:57
Las Vegas, the recreational mathematic And then in pa.
37:06
Speaker 3: Intuitive calculation, that one's a nice one. I like that one.
37:11
Speaker 5: I'm gonna take that one.
37:13
Speaker 3: In a man and card more Loreen, Yeah, the card
37:19
is in the I in the group chat not Then
37:23
it says what can you can you read it? Loreen?
37:26
Speaker 4: Yeah?
37:27
Speaker 5: Raise your vibration?
37:29
Speaker 3: Mm yeah yea.
37:36
Speaker 5: Well I actually kind of use something similar in my classroom.
37:40
It's elevates, elevate yourself, elevate your vocabulary, please elevate your behavior.
37:49
So bring yourself up and bring others with you. And
37:53
I think this is this is an interesting way of
37:56
saying raise your vibration. And I'd like to think if
37:59
you're gonna raise your own self, your spirit, your body,
38:03
the whole thing, bring others along.
38:05
Speaker 4: For the ride to.
38:08
Speaker 5: Everybody, which so you know, avoid that crab mentality. But
38:14
that's the opposite. I think that would be my interpretation
38:18
for this this angel card.
38:21
Speaker 3: Yeah you yes, yeah, so you're so. I really appreciate
38:27
you Mia for nominating. Did you nominate Loreen to be
38:31
the same. They raised some vibration on your part.
38:37
Speaker 5: I thought, beauty, yeah, and then it's.
38:44
Speaker 3: Yes, how your how your? I mean, we did really
38:49
good last year, this year during the four year terms,
38:53
the four years of your two terms via raising the
38:58
vibration of up a in a bad uh. And this
39:01
coming term, I think with Loreen as a secretary, I
39:04
think we're going to do brighter and higher.
39:08
Speaker 5: We have we have big shoes to fill a lot time.
39:14
Speaker 3: Yeah, if the young card more Loreen. This is what
39:18
it says, correct, You're so in line with what you're saying.
39:22
It says it's time to move up a level, It's
39:25
time to fly high. You may have experienced some setbacks
39:30
or felt low recently, but that is behind you now
39:33
and you have the opportunity to light up like never
39:36
before card. Everything in the entire universe is comprised of energy,
39:43
energy because yeah okay, and that energy vibrates drawing towards
39:51
its similar energy. So raising your vibration means aligning yourself
39:57
with situations, people, places, and says that you know will
40:01
lift you up, support you, and help you grow. And
40:07
when this card appears, you have overcome the darkness and
40:10
are moving into a time of opportunity. Like a phoenix
40:14
rising from the ashes, you can be reborn from scorpio
40:22
phoenix plateau. Know that angels are acknowledging a commitment to growth.
40:28
You are filled with inspiration now and attracting only the
40:32
good and extended message. There's a sense of achievement around
40:37
you at this time, tam Aba, a sense of achievement
40:41
around your ship sectary math. You may be receiving documentation, certification,
40:51
or a reward of some description to acknowledge your growth
40:56
or experience. This is the time to cherish, a time
40:59
to enjoy the rewards of your commitment to living with
41:02
integrity and doing good. When we hear a card, it's
41:08
for all of us, for all of the of whoever
41:12
is listening. And you have overcome many challenges and written
41:16
above adversity, judgment, and possibly even abuse. You are ascending
41:23
spiritually and personally at this time, and the universe is
41:26
supporting it. This is the pathway of light, the pathway
41:29
of your soul's evolution, ascension, the assumption ascension.
41:36
Speaker 5: Oh that's that's interesting. I guess I could say that
41:40
Mia is my angel. At that point, before, you know,
41:44
when you said you would nominate me, I was at
41:47
the point where what else can I do? I mean,
41:50
I've been teaching. I thought about maybe I can mentor
41:54
maybe I can do something else. I've been a Cathochist
41:59
for quite a while, but I also felt like that
42:02
was not calling me this year, and just oddly, you know,
42:07
I mean, like I said, I had Kobiro the nomination,
42:10
the secretary in Plato and so many others agreed. Because
42:15
I got nominated and elected, I feel that it's a
42:21
push into a different level, not just a different path.
42:25
So I just want to say thank you for that.
42:28
Just it's almost like an awakening because I felt a
42:31
little lost. I know that whatever I'm doing is good,
42:33
but I felt like doing something different. So I just
42:36
want to say thank you for that. Of course, you're
42:39
welcome and you know, just to share why and what
42:42
I saw in you. You know how we did the
42:45
name plates, Deba. You could have just wrote your name, Deba,
42:51
but you know what she did. She pulled out the
42:54
watercolor pans and she did it so artistically. And I said,
43:00
there's something in this girl that you know, she's not
43:04
just doing it, she's doing it beautifully. You know, she's
43:08
putting her heart into it. And I said, there's something
43:11
in this girl. I'll nominate her for a second. Thank you.
43:16
So I mean, I hope you don't mind. I'm gonna
43:19
do a little shout out to another UP alumni association
43:23
because this part of feeling a little lost but then finding,
43:26
you know, finding myself and then with your nomination, your guidance.
43:32
I was part of what's called Project Kulmahan, So I
43:36
hope you don't mind throwing.
43:36
Speaker 3: That in No, No Go Ahead.
43:40
Speaker 5: Way back during the pandemic, there was a community pantry
43:45
that was set up in Maginawa and Up Village. They
43:49
ran into some trouble with that president at that time,
43:53
and the person was running it, her mother is one
43:57
of my friends in college.
43:59
Speaker 3: And what's her name again, lady h So my.
44:04
Speaker 5: Friend is Zenna Bernardo, her daughter, I think is Piare,
44:10
and they they were trying to find ways. Of course,
44:16
this is not free to fund. And you know, you
44:19
try to say any excess you bring in, they'll cook it.
44:22
But you know it's difficult to sustain something like that
44:25
without some material value, without money monetary. And another thing
44:31
that was happening in Marikina is you know, that's the
44:34
place where they make shoes. It's known as the shoe
44:38
what's that the shoe shoe factory, shoe capital of the Philippines.
44:42
But nobody's buying shoes in the middle of the lockdown,
44:45
and they have to eat the shoemakers. So they have
44:49
what's called shoe lasts or in Kurma, the wooden shapes,
44:55
you know, for shoes for feet, and they started selling
44:59
it to I mean, they used it for cooking. They
45:02
were burning literally the foundation of their livelihood because well
45:08
they still have to eat. My friend Xena, what she
45:12
did was she and others uh in the up community
45:17
and other artists bought these lasts, went forth to decorate them,
45:23
to turn them artistic sculptures and pieces, and take those
45:27
pieces and sell to those who can buy them and
45:31
to continue funding both Marquina and community the community pantry,
45:36
and they spread out even further for like disaster relief programs.
45:40
At some point she and another friend of ours who's
45:44
in up g l A a greater Los Angeles, Yes,
45:53
wanted to get more artists here in the United States
45:57
and what's this present the showcase of this and also
46:02
try to to auction sell in order to continue funding
46:06
these programs. So again the community pantries, the Mariquina community
46:14
and disaster relief programs. So I found out about it,
46:18
I got invited, and I said, well, I just didn't
46:20
want to be invited. I also wanted to be one
46:22
of the artists. So sege habbell I got one of
46:25
my I got one of the last and I decided
46:28
to put in some of my Waldorf nests or art
46:32
to see that I got from Waldorf, put in a
46:35
little bit of sacred geometry, put in some of the colors,
46:39
put in some of the spirit and and all that
46:42
string art, and I created something that's called mathematics in
46:47
the universe.
46:48
Speaker 3: Do you have a picture of it?
46:50
Speaker 4: Oh?
46:50
Speaker 5: I don't have it like right now? Yeah, yes, oh, okay, sure,
46:55
all right? Or mathematica kalawaka if we're going to put
46:59
it in in Filipino or Filipino and it it gave
47:05
me that sense of you know, I I love my art,
47:08
I love my math, but what else can I do
47:11
other than make it look pretty and say, oh, look
47:14
at this, you know, to push forward programs like that.
47:19
So it was good and I was like, Okay, this
47:24
is I guess one way to bring this to our
47:27
alumni association. So that's one of the things that I'm
47:32
hoping to to promote as well with us and across
47:38
the United States, but can help our fellow Kaba Bay
47:42
and Pilipinas. And I think what really caught me was
47:49
the the disaster relief programs that my friend was talking about.
47:54
Part of it is to provide art programs for the children.
47:59
It's not just meant to be a distraction, but art
48:02
can also be a sort of therapy.
48:05
Speaker 4: They have to.
48:05
Speaker 5: Process this trauma and if not process it, at least
48:09
know that beyond what looks hopeless, art will provide hope.
48:15
So yeah, so that's my shout out to Project Pulmhan.
48:19
Speaker 4: That's a nice story and I didn't know about that.
48:22
That's start.
48:25
Speaker 5: Yeah, but there's there's no choice, you know, if you
48:28
have to choose with survival and art, is is the
48:35
least that you will think about when you're trying to survive.
48:38
Speaker 3: Yeah. So are you able to sell your No? Not yet.
48:43
Speaker 4: I'm a lot.
48:44
Speaker 3: Yeah.
48:45
Speaker 2: No.
48:45
Speaker 5: I I left it with them. I donated it. I
48:48
said whatever whoever wants to buy it, and I also
48:51
still try to promote it. All proceeds, one hundred percent
48:55
will go to them. I'm not going to take anything
48:57
out of it.
48:58
Speaker 3: Oh my goodness, I'm so excited, Like my mind is
49:01
running about you know, projects, No, yeah, next year projects
49:07
are you miya?
49:10
Speaker 4: Can I do?
49:10
Speaker 3: Know?
49:11
Speaker 5: We have our own projects here in what's this?
49:14
Speaker 2: You?
49:16
Speaker 3: So?
49:17
Speaker 4: Yeah?
49:18
Speaker 5: We we just you know, we shouldn't forget art as
49:21
therapy and art as hope.
49:24
Speaker 6: Yeah.
49:25
Speaker 4: I put that in for next year.
49:28
Speaker 3: And I'm even in my mind, you know, say, uh,
49:33
partnering with the children of your school, you know, like
49:37
have a day out meeting the the upie people, us meeting,
49:45
learning from the children, learning from your class, maybe how
49:49
to you know how to do art and all that,
49:53
all those things. You know you're with me, you know
49:55
the rhythm.
49:56
Speaker 5: Yeah, Well, the school is Waldorf inspire. So no, we
50:01
don't have a eurythmist still I'm I like I said,
50:06
I do the little things like choreography and integers. So
50:10
we still have movement with not just our bodies, but
50:13
hopefully with our minds and spirit.
50:15
Speaker 4: Oh fantastic, think of a project you think that and
50:20
then yeah yeah yeah.
50:23
Speaker 3: And to benefit the community, the film community, Laurent. You
50:27
know our platform now is you know PHLV. We're so
50:31
good at promoting the best, the cultural and the artistic
50:37
people in the community, you know, the endeavors and the advocacy.
50:42
So that's so good. I love it.
50:44
Speaker 4: I love this conversation very good.
50:47
Speaker 5: Yes, yeah, yeah, always.
50:51
Speaker 3: Yes, yeah yeah. So one of the hallmarks of our
50:59
show on the is uh the I really look forward
51:02
to the quotes that Nia gives at the end of
51:05
the show. We're coming to a close, really, but we
51:09
can talk about the quote too. Yeah, you know what.
51:14
Speaker 4: In quote correlate to what we've been talking about. When
51:18
I first looked at the quote, joke, but now that
51:22
we're talking about you, Saul Mahan, proteical Mahn, Listen to this.
51:27
My quote is anonymous, but it says mathematics gives us
51:32
hope that every problem has a solution.
51:39
Speaker 3: Grab Yeah, oh my God.
51:44
Speaker 4: Gives us every.
51:47
Speaker 6: Again.
51:49
Speaker 4: Mathematics gives us hope that every problem has a solution.
51:56
Speaker 3: Amazing, amazing. But yeah, yeah, you know the the the
52:05
Marquina story, the community pantry, your involvement in it as
52:12
a math teacher is it's just so exactly, it's so intertwined.
52:21
Everything is intertwined. But then.
52:25
Speaker 5: Knowing there's a solution, don't give up.
52:28
Speaker 4: There is.
52:28
Speaker 3: Yeah, that's that's so true. Local, amazing, amazing, So shout
52:39
out being Samoana Waldorf features that we know. H I
52:44
begin with Kate Stember, Like I said, we featured her.
52:48
There's a poetry Anna Slater. She's in in Ilo and
52:56
she with her husband, Warren Slater. They run the Gogo
53:00
h Uh Institute. And Jim and Tesla Sharman and Arlene
53:06
I believe the Arlene from Akasha that Losasa. Yes, it's
53:15
also these are artists, Miya, these are these teachers. Waldorf
53:21
teachers are artists and gardeners and musicians and intuitive healers
53:28
and and everything. Like laurencests, it's the holistic person. And
53:34
one of the things that really struck me while my
53:39
son was solving a mathematical problemasimea. They don't have lines
53:43
in their notebooks. Their notebooks are large, large, a parent
53:51
drawing books, novel lines. Okay, So one day Dan was saying, uh,
53:57
I said, what's your assignment? Dan? He said, nine? The
54:01
number nine? So what are you going to do with that?
54:05
What's what's the what's the problem, what's the what's the
54:08
teacher's assignment? He said, how do I get to nine?
54:13
And so he started. So he started doing things like
54:16
eight plus one, nine, ten minus one, nine, eleven minus
54:23
two nine. I said, oh my god, two plus seven nine,
54:29
you know eighteen divided by two nine, you know all
54:34
these things. And I said, oh my god, there are
54:37
many ways to nine. Yes, yes, And with that I said, wow,
54:43
there are many solutions to a problem. There are many
54:47
ways getting to one.
54:49
Speaker 5: I love how Yeah, that's how math is taught when
54:54
I do that similar assignment. So let's say it's nine.
54:57
I write it on the board and I said, well,
54:59
how do you get it? And I said, you can't
55:01
be wrong because that's the answer already. I just want
55:04
to know what is your solution or what is your question?
55:08
How would you ask it? The answers on the board,
55:11
so I tell them you can't be wrong. I wrote
55:13
the answer already, but I want to know what's in here.
55:16
Oh my god, Yeah, yeah, I know. It's just awesome. Yeah,
55:22
always a solution. It will be different for you, different
55:26
for me, different for for the children, but they will
55:29
get there somehow.
55:30
Speaker 3: Yeah. Oh I want to end show that. Yes, yah
55:38
for sure? Yes, okay, any words last words for you
55:44
from you learning for people watching us.
55:49
Speaker 5: This was something I got from one of my professional
55:51
development Why art. A lot of people think art is useless.
55:55
It's it's nothing, it's not even tangible. But to come
55:59
from the concrete things that you can touch, things that
56:03
you can hold, to the abstract ideas ideas that are
56:06
so difficult to describe, difficult to explain, art bridge is that.
56:13
So sometimes it could be a dance, it could be
56:15
a drawing, could be a song, it could be a poem.
56:18
But that moment that touches your soul, that's art. So
56:22
you can't call art useless. It will bring the abstract
56:25
ideas intangible to the concrete things that you hold, and
56:30
that understanding art, that's the human being, that's you, that
56:34
connects that too.
56:36
Speaker 3: Yeah, God very good.
56:42
Speaker 4: The next admin yes.
56:44
Speaker 3: And so with that, we want to thank our listeners
56:48
interview words, thank you very much for joining us, and
56:51
thank you Lareen, thank you so much. See you again
56:56
next week.
56:57
Speaker 1: Friends on the Judge is presented by Benjamina Mia Casino
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Speaker 2: Estate Professionals since two thousand and eight, license number s
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zero one sixty six nine nine nine one LC.
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Speaker 6: Hello everyone, get ready for the twenty third UP Alumni
57:22
Association in America Grand Reunion and Convention co hosted by
57:28
the UP Alumni Association Houston. It's happening on October seventeenth
57:33
to eighteen, twenty twenty five, at the Western GALLERYA in Houston, Texas.
57:39
I am inviting you all to participate in this upcoming event.
57:43
It is going to be a great opportunity to reconnect
57:48
and celebrate together. We will reignite our school spirit, answered
57:56
firmly in our university's values, honor, accedence, and service. Along
58:02
with you, PAA in America President Winston Umali, you, PAA
58:07
Houston President Christine Suarez, ASCONA, UP President Angelo Imenez, and myself.
58:15
We look forward to welcoming you to a very memorable
58:19
weekend filled with cabaraderi and fellowship, so do please come
58:24
over and celebrate with us, Thank you very much, and
58:29
see you all