Final L Sound: Why Vietnamese Students Say "Schoon" Instead of "School" and How to Fix It

I will never forget my very first Vietnamese student. She was reading beautifully, and then she said: "My school is small but beautiful, I never fail." Except what I heard was: "My schoon is smoon but beautifun, I never fain." I was confused. She was confused. I said, "Can you say /l/?" She said "/n/". We both laughed, but that was my first encounter with the famous final /l/ problem — and if you teach Vietnamese learners, I know you've heard it too.

beautiful /ˈbjuː.t̬ə.fəl/ → beautifun

school /skuːl/ → schoon

small /smɑːl/ → sman

fail /feɪl/ → fain

At first I thought she just wasn't listening. I kept saying "No, it's LLLL, not NNNN!" Then I learned the truth.

The final /l/ sound in English is one of the hardest sounds for Vietnamese students. It doesn't go away by itself, even after years of learning. It's not because students are lazy. It's because this sound does not exist in Vietnamese.

Why does it happen? 3 simple reasons:

1. Vietnamese words never end with /l/.

In Vietnamese, a word can only end with a few sounds like /m, n, ng, p, t, k/. For example: lam, lan, long, tap, tat, tac. There is NO word in Vietnamese that ends with /l/. So when a Vietnamese student sees an English word like "school", their brain automatically thinks: "This ending is impossible, I need to change it." So they either delete it - "schoo" - or replace it with something that IS allowed at the end, like /n/ - "schoon".

This is a very common pattern. Research shows that Vietnamese learners delete or change final consonants in more than 40% of cases.

2. /l/ and /n/ feel the same in the mouth.

Try it yourself. Say /n/ and /l/.

For both sounds, your tongue tip touches the exact same place - right behind your upper front teeth. The only difference is where the air goes:

For /n/, air goes out through your NOSE. Your nose vibrates.

For /l/, air goes out around the SIDES of your tongue. Your nose does NOT vibrate.

Because the tongue position is the same, students get confused and use the nose sound /n/ instead of the side sound /l/. In Northern Vietnam, many people also mix up /l/ and /n/ at the beginning of words in Vietnamese - like saying "lo" for "no". This makes the confusion even stronger in English.

3. The English final /l/ is actually a different /l/.

English has two kinds of /l/:

The clear /l/ at the beginning: light, like, love. This one exists in Vietnamese, so it's easy.

The dark /l/ at the end: ball, feel, small. For this sound, you have to pull the back of your tongue up. It sounds heavier and deeper.

Vietnamese does not have this dark /l/ at all. So when students try to say "ball", they don't know what to do with their tongue.

The 30-Second Trick That Fixed Everything

I stopped saying "No, say /l/!" and tried this instead. It changed everything.

The following class time I let my student do "The Nose Pinch Test"

I instructed her to pinch her nose with her fingers.

Say "smoon" with an /n/. The sound STOPS. You can't say it.

Now say "small" with an /l/. The sound KEEPS GOING.

I told my student, "If it stops, it's /n/. If it keeps humming, it's /l/." She pinched her nose, said "schoo... llll", and her eyes went wide. "Oh! I feel it!" In 30 seconds, she got it. For the first time. Achievement for me. :)

How to help your students - 5 easy classroom tips:

1. Let them HEAR the difference first.

Don't ask them to speak right away. First, check if they can hear it.

Say: "Did I say bow or ball? fee or feel?"

Use simple pairs: bow-ball, toe-toll, fee-feel, saw-small. If they can't hear it, they can't say it.

2. The Nose Trick - 30 seconds, very effective.

This is the fastest way to show the difference between /n/ and /l/. Tell the student to pinch their nose with their fingers. Ask them to say a long /n/: "nnnnn". The sound will STOP. They can't say it. Now ask them to say a long /l/: "lllll". The sound will CONTINUE.

Explain: "/n/ is through the nose. /l/ is NOT through the nose. If you can say it while holding your nose, it's /l/."

Students love this because they can feel it immediately.

And yes, we all look silly pinching our noses in class. But we laugh, and they remember it. They finish the class and may share their family members the nose trick. Because finally, it's not about "you're wrong" — it's about "here's where the air goes."

3. Teach it in 3 small steps.

Don't teach "ball" directly. Build it up:

Step 1: Say "uh" - /ə/

Step 2: Keep saying "uh" and slowly touch the tip of your tongue behind your teeth. "uh-l"

Step 3: Add the first sound: "uh-l -> ball", "uh-l -> call", "uh-l -> small"

Tell them: "For final /l/, your tongue tip goes UP and STAYS there."

4. Stop them from adding an extra vowel.

Many students say "table" as "tay-buh-luh" - two extra beats. They do this to avoid ending with /l/.

Teach them to make it ONE beat. Clap your hands: one clap = one syllable. Practice linking to make it easier: "small apple", "call us", "school is". When /l/ connects to the next vowel, it's much easier to say.

5. Use short, real sentences.

Students can say the sound correctly in a wordlist, but they forget it in real conversation. Practice with useful classroom sentences, not just words:

"Please call me."

"It's a small school."

"We all feel well."

"That will be all."

Ask them to record themselves on their phone and listen back. They will hear "schoon" themselves.

Final reminder for ESL teachers:

Don't just say "No, it's /l/, not /n/". The students already know they are wrong, but they don't know HOW to fix it. Show them where the air goes and where the tongue goes. With 5 minutes of practice every day for two weeks, most students can get a clear final /l/.

Have you had a "schoon" moment in your class too? Tell me your funniest final /l/ story in the comments — I would love to hear it.

References:

1. Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford University Press.

2. Bui, M. C., & Nguyen, T. Q. (2022). The correlation between high school students’ phonological awareness and their pronunciation of English inflectional morphemes. European Journal of English Language Teaching, 7(4), 38-56.

3. Ha, C. T. (2005). Common pronunciation errors of Vietnamese learners of English. VNU Journal of Science, Foreign Languages.

4. Hwa-Froelich, D., Hodson, B., & Edwards, H. (2002). Characteristics of Vietnamese phonology. American Journal of Speech-Language Pathology, 11(3), 264-273.

5. Nguyen, N. (2007). Interlanguage phonology and the pronunciation of English final consonant clusters by native speakers of Vietnamese (Doctoral dissertation, Ohio University).

6. Tang, G. (2007). Cross-linguistic analysis of Vietnamese and English with implications for Vietnamese language acquisition and maintenance in the United States. Journal of Southeast Asian American Education and Advancement, 2(1), 1-33.

Why Vietnamese ESL Learners Can't Pronounce Letter X: /ks/ Sound

For many Vietnamese learners of English, the letter "x" is one of the most confusing letters. This is not because it is a new sound, but because one letter has many different sounds, and it often creates a final consonant cluster — a structure that does not exist in Vietnamese.

1. "X" is not one sound, but two sounds

In most English words, "x" is pronounced as /ks/ — a combination of /k/ + /s/. For example: box /bɒks/, six /sɪks/, tax /tæks/.

Research on Vietnamese learners shows that English consonant clusters are one of the most difficult areas because of differences in phonological features between the two languages.

Vietnamese syllables typically end with only one single consonant. There are no final clusters like /ks/, /nd/, or /st/ in Vietnamese. Because of this, learners have a tendency to simplify complex clusters by deleting one or more consonants.

So my Vietnamese students often say /sɪk/ or /sɪs/ for six, /tak/ for tax, /fik/ for fix, /ˈpɒlətɪk/ for politics — the final cluster is omitted.

2. "X" changes its sound based on position and stress.

/ks/ : box, taxi, exercise

/gz/ : exam, exact, example — when the second syllable is stressed, the sound becomes voiced

/z/ : Xerox, xylophone, xenophobia — at the beginning of a word

/kʃ/ : anxious, luxury

Learners who have not studied phonetics often lack knowledge of voiced vs. voiceless sounds and stress rules, so they apply one rule to all words.

3. Final sounds are often omitted in Vietnamese English.

Studies of Vietnamese students found that the most common pronunciation error is omitting final consonants, because speakers do not have to pronounce ending sounds when they speak Vietnamese. The pair /s/ and /z/ are also frequently confused, and sounds like /ʒ, dʒ, tʃ/ that do not exist in Vietnamese are difficult, especially in final position.

The letter "x" combines both problems: it contains /s/ or /z/ AND it is a final cluster.

Teaching Suggestion

Teach "x" in 3 steps:

1. Practice /s/ and /z/ separately: bus vs. buzz

2. Practice joining /k/ + /s/ slowly: k-ssss - ks. This ia what I do in class. I have to type /k/ then /s/ and model the pronunciation.

3. Minimal pairs: sick vs. six, back vs. box, e-sam vs. exam

References:

1. Tran, T. K. L., & Nguyen, A. T. (2022). English consonant clusters: A case study of Vietnamese learners. Can Tho University Journal of Science, 14(3), 32-39.

2. Nguyen, T. T. H. (2024). English consonant clusters in the pronunciation of Vietnamese learners: a study on two students at Ha Long University. VJOL.

3. Bui, M. C. et al. (2021). Pronunciation errors of final consonants — Sound omission is the most common mistake (43%). IOSR Journal of Research & Method in Education, 11(4).

4. Osborne, D. (2022). Word-Final /s/-/z/ Omission in Vietnamese English. Consonant clusters and word-final fricatives are potential areas for negative L1 transfer. Languages (MDPI).

Why Vietnamese Learners Drop Final S and How to Help Them

Why Vietnamese Learners Drop the Final /S/ — And How ESL Teachers Can Help

If you have taught Vietnamese students, you have heard this:

"I have two book."
"He go to school every day."
"I like three cat."

They know the grammar. So why does the final /s/ keep disappearing? It's not carelessness. It's linguistics.

1. Why Is Final /S/ So Hard for Vietnamese Learners?

a) Vietnamese has no final /s/ and no final clusters

In English, we can end a word with almost any sound: bus, books, dogs. In Vietnamese, only six sounds are allowed at the end: /p, t, k, m, n, ŋ/ — and they are unreleased, spoken very softly. There is no /s/ at the end and no clusters like /-ks/ in "books" (Osburne, 1996; Nguyen, 2007).

b) Vietnamese does not use endings for grammar

Vietnamese is an isolating language. It does not add -s for plural or third-person singular. To say "two books," Vietnamese says "hai quyen sach" (hai means two, sach means book, quyen is a classifier) — the number, "hai" already shows plural, so no extra ending is needed (Tang, 2007).

c) What you cannot hear, you cannot say

Vietnamese final sounds are quiet. Learners transfer this habit to English, so they delete the final sound or say it too weakly to hear. This is called L1 phonological transfer (Lado, 1957).

2. Why Adults Struggle More Than Children: My Classroom Observation

In my own classes, I noticed something very clear.

With Vietnamese adult learners, final /s/ omission is very strong. I have to remind them in almost every discussion: "Don't forget the final /s/." If you don't say it, your listener can get confused. For example:

• decades → they say "decade" (I asked to remind my student "Is it one decade or many?")
• startups → they say "startup" (I asked once more "One startup or many startups?")
• seems → they say "seem" (It seems vs. they seem — "who is the subject?" I asked)

Why is this harder for adults? This is likely fossilization. Fossilization is when a language error becomes a permanent habit because it has been repeated for many years without correction (Selinker, 1972). Many adult Vietnamese learners learned English for years with final consonant deletion, and their brain has already accepted "decade" as correct for both singular and plural. Adults also have stronger L1 interference and focus more on meaning than on small sounds.

With younger learners, especially children, it is much easier. I remind them the first or second time, and in the next sessions, they already say the final /s/ correctly. "Two books!" "Three cats!"

Why?

1. Neuroplasticity and the Critical Period: Children's brains are more flexible for pronunciation. The Critical Period Hypothesis says that before puberty, learners can acquire new sounds more easily because their brain is still highly adaptable (Lenneberg, 1967; Johnson & Newport, 1989). Now, everything discussed in my MA ED ELT classes at the Philippine Normal University are making sense to me.

2. Tabula Rasa and Less Fossilization: Children are like a tabula rasa (blank slate) for English pronunciation. They have not yet formed bad habits. They have no years of saying "two book" to unlearn. Adults do. So when we correct a child, we are building a new habit. When we correct an adult, we are breaking an old one and building a new one at the same time — which is twice as hard. Apparently, the idea of unlearning and relearning by Alvin Toffler applies in this situation.

What this means for us ESL teachers: With children, correct early and consistently. With adults, be patient and make the final /s/ meaningful. Don't just say "Say the /s/." Say "If you say decade, I think one. If you say decades, I think many. Which one do you mean?" When adults see that the sound changes the meaning, they are more motivated to keep it.

3. Why Does Pronunciation of Final /s/ Matter? Impact on Communication and Exams

In English, final /s/ is not just accent — it is grammar. It signals:

• Plural: book vs. books
• Third-person singular: he go vs. he goes
• Possession: the student vs. the student's

When the sound is missing, listeners get confused. It carries a high functional load (Jenkins, 2000).

Impact on KET, PET, and IELTS Speaking

For KET (A2) and PET (B1), Cambridge assesses "control of phonological features." Consistent final consonant deletion often limits students to Band 3 out of 5 for pronunciation.

For IELTS Speaking, the public band descriptors state that at Band 5, "frequent mispronunciations cause some difficulty for the listener" (British Council et al., 2023). A consistent final /s/ omission is one reason many Vietnamese candidates get stuck at 5.5 or 6.0 for Pronunciation. It also lowers Grammar because "he go" is counted as a grammar error. Therefore, Vietnamese students who take KET, PET and IELTS examinations cannot achieve their desired score if final sound omission is observed in their speech.

Does Final /s/ Omission Affect Listening and Writing?

Yes. Listening: If you don't produce a sound, you often don't perceive it either (Flege, 1995). In IELTS Listening, when the audio says "books," many learners only hear "book" and write the wrong answer.

Yes. Writing: Students write what they hear in their head. So "three cats" becomes "three cat" in essays, lowering their grammar score (Sato, 1984).

4. What Can ESL Teachers Do? 5 Practical Strategies

1. Make the final /s/ visible

Use minimal pairs: book vs. books, cat vs. cats. Write the -s in RED. Use the finger trick — one finger for "one cat," two fingers for "two cats." Awareness-raising is more effective than drilling (Avery & Ehrlich, 1992).

2. Teach the three sounds of -s

Teach the voicing rule (Celce-Murcia et al., 2010):

• /s/ after voiceless: books, cats, cups
• /z/ after voiced: bags, dogs, pens
• /ɪz/ after hissing: buses, watches

3. Use linking, not isolated words

Instead of "books" alone, drill "books_are" as "book-sare." When /s/ links to the next vowel, Vietnamese learners keep it because it feels natural.

4. Train their ears before their mouths

Say: "I have a cat. I have cats." Ask: Did you hear one or two? Use dictation. If they can't hear it, they can't say it.

5. Correct with kindness

Don't stop them for every missing /s/. Use delayed correction or gentle recasting: Student: "I have two book." Teacher: "Oh, you have two books? What color are they?" (Derwing & Munro, 2005).

Final thought: Final /s/ is small, but for our Vietnamese learners, it is big. It is the difference between being understood and misunderstood. When we help them master it, we are not just teaching pronunciation. We are helping them be heard.

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References

Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford University Press.

British Council, IDP: IELTS Australia, & Cambridge English Language Assessment. (2023). IELTS speaking band descriptors (public version). https://ielts.org

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486

Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience (pp. 233–277). York Press.

Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.

Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0

Lado, R. (1957). Linguistics across cultures. University of Michigan Press.

Lenneberg, E. H. (1967). Biological foundations of language. Wiley.

Nguyen, T. T. A. (2007). Difficulties for Vietnamese when pronouncing English: Final consonants [Unpublished master's thesis]. Dalarna University.

Osburne, A. G. (1996). Final cluster reduction in English L2 speech: A case study of a Vietnamese speaker. Applied Linguistics, 17(2), 164–181. https://doi.org/10.1093/applin/17.2.164

Sato, C. J. (1984). Phonological processes in second language development. Language Learning, 34(1), 43–57. https://doi.org/10.1111/j.1467-1770.1984.tb00996.x

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10(1-4), 209–232. https://doi.org/10.1515/iral.1972.10.1-4.209

Tang, G. (2007). Cross-linguistic analysis of Vietnamese and English. Journal of Southeast Asian Linguistics, 1, 33–56.

ESL Is Not Just About Teaching English: It's about knowing a student's value, purpose, and being someone they can trust

In my 10 years in the ESL industry, I have discussed different lessons with students from different parts of the world. I have taught grammar, vocabulary, and pronunciation, but during those lesson discussions, I learned something more important: each of them is carrying an issue, a problem, a story that they cannot tell anyone else.

I am not just teaching a language. I am learning people.

For their protection, I am using fictitious names here. And these are just five of my many students — five souls who really captured my attention and my heart.

1. Mark - The Man Who Needed a Buffer

Mark enrolled because he needed to be fluent at work. He deals with clients from Western countries and he must speak English well. So I developed learning materials for him following a Topic-Based Communicative Approach with a Vocabulary Focus.

But as our encounters became more frequent, he started sharing his day-to-day experiences. Later on, he started confiding in me. He told me he finally found someone to share his ideas with. Talking with me lessened his burden because he could tell me the things he could not tell his boss, his wife, or his colleagues. He said he didn't have to worry because I don't know the people he's talking about. Good point. :) For Mark, I was not just a teacher. I was a booster and a buffer — someone who absorbs the pressure so he can breathe and keep going.

2. Andrew - The Boy Who Needed to Find His Value

Andrew enrolled to enhance his vocabulary and improve his spoken English. He is Vietnamese but based in California, studying in a school there. At first, he said he just needed daily conversation to get used to speaking English.

But as we went on, I observed that he needed more than daily talking. So I shifted to a Functional English approach — teaching vocabulary for specific settings, doing drills in conversation, and making him express himself in real situations.

During class, I learned his problem was more than English. He was emotionally and psychologically burdened. He was in a new country, trying to belong. So I revised the drills. I made them not just about language, but about expressing himself better — knowing his strengths and weaknesses and realizing his value as a person.

For Andrew, I played the role of a teacher and a guidance counselor. He didn't just need to learn how to speak. He needed to know that his voice mattered.

3. Mira - The Woman Who Thought She Was Late

Mira booked classes to improve her fluency. She can already speak English and express herself well. She only gets lost sometimes because of grammar slips and pronunciation.

As we talked, Mira was quite open about her feelings. I learned about her perception of success and her insecurities. She fears failure because people her age are already successful and she thinks she is not.

Every time we discuss something in class, her insecurity shows. I can't help but give her unsolicited advice — not about grammar, but about life. I tell her she doesn't have to compare herself to others, that comparison will not do her any good. Her situation is not the same as theirs. Maybe her time to succeed has just not come yet.

I want her to understand that success comes at the right time. For Mira, I want to be the person who reminds her that she is not late. She is right on time for her own life.

4. Luigi - The Child Carrying His Mother's Dream

Luigi wanted to achieve a band 7.5 to 8.0 in the IELTS Speaking test. He knows a lot of academic expressions, but he cannot use them correctly in sentences.

During practice, he doesn't follow corrections or answer structure. I always reminded him, but he didn't mind. When his mom contacted me, I realized it was his mom who aspired for him to get that score. As he said, his mom's ambition brought him to my class.

When he took his first IELTS test and failed, he spent the entire class talking about it — sharing his feelings, identifying the faults of the examiners and the test itself.

His experience made me realize how difficult it is for a child to learn and do things for the realization of his parent's dream. This situation left me speechless and clueless at first. I didn't know how to make Luigi focus so his mom's ambition could be fulfilled.

Then I understood. Luigi doesn't need more pressure. He needs someone to understand his purpose — not his mother's purpose, but his own. He needs someone he can trust who will listen before teaching. And I want to be that someone.

5. Shaira - The Woman Who Needed a Friend She Could Trust

Shaira's ambition to attain fluency is great. She wants to go to America to be with her son and husband and work there. She did not finish high school, but her desire to be fluent is at the highest level. I developed materials for her following a Lexical-Situational or Vocabulary-Driven Communicative Approach.

As we discussed things every meeting, I learned about her aversion to people around her. She doesn't trust people because she has been scammed more than three times. She has a mother, a sister, and two friends, but she cannot confide her emotions to any of them. She only hangs out with her daughter.

So I played the role of a confidant, a friend, and a counselor to her.

For Shaira, English is not just a ticket to America. It is a way to prove to herself that she can still trust, still learn, still dream.

More than learning a language, these students need someone who knows their value, someone who understands their purpose, and someone they can trust.

In 10 years, I have learned that an ESL teacher is never just an ESL teacher.

Sometimes we are a buffer for a tired husband and employee.

Sometimes we are a counselor for a lonely boy in a foreign country.

Sometimes we are a mirror that shows a woman she is not a failure.

Sometimes we are a safe space for a child pressured by a dream that is not his own.

Sometimes we are the one friend a woman can trust after the world has scammed her.

I don't just teach English. I try to help each student heal, grow, and believe in themselves.

And if they learn English along the way, that is beautiful.

But if they learn that they are valuable, that they have a purpose,

and that there is someone who genuinely cares —

that is everything.

An ESL Teacher's Daily Toolkit: 10+ Apps I Use Every Day for Online Teaching

Ever wondered what an ESL teacher's phone and laptop looks like? Here's my daily toolkit. People think teaching English is just books and whiteboards. But imagine using these apps EVERY. SINGLE. DAY: Zoom, MS Teams, Google Meet, Voov, WhatsApp, WeChat. Yes, all of them. Because my students are everywhere, and I need to be where they are.

1. For Teaching and Connection - My Virtual Classrooms Zoom, MS Teams, Google Meet, and Voov. They are not just for calls. They taught me to be more engaging and expressive. I have to teach with my voice, my face, my energy — because I can't tap a student on the shoulder. I learned how to manage a room, check understanding with only eyes, and make shy kids speak up online.

2. For Real Learning After Class WhatsApp and WeChat are where learning continues after class. Quick voice notes, homework checks, a "Good job tonight!" message to a parent or an adult student. They taught me instant communication and cultural adaptability. I learned that a quick, caring message can motivate a student more than a whole lesson.

3. For Organization & Professionalism Google Drive is my memory, hundreds of class videos kept safe so students can re-watch. Google Sheets is my brain — my Class Record and Daily Attendance. No more paper. Parents ask about progress? I have data in 10 seconds. This taught me organization, accountability, and digital literacy. I'm not just a teacher anymore, I'm a data manager and content curator.

4. For Creativity YouTube for authentic videos. How else can I show a B1 student what a real Times Square looks like? And Google Gemini for custom images when I need a picture of "a cat eating noodles with chopsticks" for a vocabulary game. I won't find that on Google Images. This taught me to be a content creator and a lifelong learner.

Using 10+ apps a day is tiring, but honestly, it made me a better teacher. I'm more flexible, more creative, more organized, and more connected to my students than ever before.

To all my fellow ESL teachers — what's the one app you can't live without? Let me know in the comments!

Analysis of the Significance and Effects of working in collaborative partnerships with young children and their families

This essay presents the writer’s analysis of the significance and effects of working in collaborative partnerships with young children and their families. Further, a set of principles that will ensure collaborative partnerships which will facilitate building resilience and support positive outcomes for young children and their families will be raised.

Early childhood centres in New Zealand provide a diversity of service and support to the families depending upon the varying “philosophies of EC education services” (Duncan, Bowden, and Smith 2006). The centres’ philosophies may vary; however, the centres’ implementation of “child's rights in early childhood” (Convention on the Rights of the Child 2005, p.4) is observed. This is an act that can “effectively prevent personal, social and educational difficulties” that may occur in “middle childhood and adolescence” (CRC 2005, p.4).

EC education is the most practical means of making children learn the "non-cognitive abilities such as motivation, trustworthiness, self-discipline, perseverance and dependability" (Heckman & Krueger 2005; Schweinhart, Montie, Xiang, Barnett, Belfield, Nores 2005 as cited in Jacobson and Notman 2018). These soft skills are crucial in confronting life challenges when they grow old and “are essential for success” (Heckman & Krueger 2005; Schweinhart et al. 2005 as cited in Jacobson and Notman 2018).

Quality early childhood education (Duncan, 2006; Jacobson and Notman 2018; CRC 2005 p.4) has been proven to be effective in preparing a child for adulthood/life. Research labeled as Perry Pre-school study (Scheinhart et al. 2005 as cited in Jacobson and Notman 2018) confirmed that “those who had quality ECE had higher lifetime earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high school than those who did not” (Scheinhart et al. 2005 as cited in Jacobson and Notman 2018). This study was conducted in Michigan from 1962 to 1967. One hundred twenty-three “African-American children from high poverty families” ((Scheinhart et al. 2005 as cited in Jacobson and Notman 2018) were chosen as research subjects. They were divided into two groups, one group categorized as the recipient of a quality ECE program and the other without preschool experience. Forty years after, an interview with the subjects who still lived was administered and such was the result, a verification that ECE is of vital importance during the developmental stage of every child (Duncan 2006). For the attainment of quality ECE parents’ participation is a must. In a study conducted by Wiley, Thompson and Kerslake Hendricks 1996 as cited in Duncan, Bowden and Smith 2006) parents “identified the benefits from being involved in their child’s EC service as support, friendship, and company”. They said that they understand the activities, the teachers, and their children better as they got involved in EC programmes, thus leading to quality childhood education.

Collaboration is synonymous with teamwork or partnership (collinsdictionary.com) wherein people involved work together for the achievement of a certain goal or target. One example of this is the collaboration among medical experts and specialists in the Ministry of Health as they designed strategies and safety plans for the protection of the individual and his/her whānau (health.govt.nz/covid-19-novel-coronavirus/covid-19-vaccines). In the Ministry of Health’s website, a page featuring the vaccines available and booster doses as well as the side effects and reactions as one gets vaccinated. Apparently, this collaboration saved the people from misinformation and Coronavirus disease.

In early childhood education, school authorities are advised “to provide programmes that complement the parents’ role and are developed as far as possible in partnership with parents, including through active cooperation between parents, professionals” for the complete development of the child’s personality and potentials (CRC, art 29.1 (b)). “Working with families” (Sanders and Munford 2010) fosters the advancement of life chances especially for the children in poverty. Nowadays, “family involvement is seen as a means to an end; partnerships with families” (Stonehouse, 2011). According to Duncan (2006) the context of relationship between the teachers and the parents/families changed in response to the “families’ changing needs and the recognition that the family is the cornerstone of the child's education, care and over-all well-being”, thus the modification of the terminologies, from “working with parents to partnership with parents” and now “collaboration with parents” (p.14).Further, “reconceptualisation” of the part played by EC centres to families transpired (Duncan 2006). Collaboration with parents generated EC centres the image of an institution that accord services for “wider health, resilience and robustness of children and families and whanau, within a wider community of relationships” (Duncan 2006).

“The family provides the initial resources for making sense of the world” (Drewery, and Claiborne 2010/2012). The family and its members are the foundation of the child’s language, behavior, and dispositions. This idea relates to Smith’s (2013) as he writes “children’s lives are profoundly influenced by their family/whānau experiences”. From birth to adulthood people undergo “transitions”, (Smith 2013) and during each transition, there are others who become part of it. However, nobody among those ‘others’ “provides the most stable and enduring feature” of one’s life (Smith 2013) except the family.

Provision of constant interaction regarding academics or school activities, household chores that teach children specific intrapersonal skills like self-control, assertiveness and resilience, purposeful directions through games during family or leisure time, guidance as the child does his/her homework, reads, or tells a story constitute to the children’s learning of “diligence, independence and commitment” (Amatea, Smith-Adcock, and Villares 2006) and to the formation of the child’s schema that is significant to his success in academics (Clark, 1983; Dornbush et al., 1987 as cited in Amatea et al 2006).

References:

Collaboration. Collins English Dictionary. Retrieved from https://www.collinsdictionary.com/dictionary/english/collaboration

Convention on thr Rights of the Child (September 2005). Committee on the Rights of the Child Fortieth Session Geneva, 12-30 September 2005. Retrieved from https://www.refworld.org/docid/460bc5a62.html

Drewery, W., & Claiborne, L.B. (2010/2012). Human Development: Family, place, culture.

Duncan, J. (2006). Collaboration between New Zealand Early Childhood Centers and Community Resources. Children's Issue Centre,University of Otago.

Duncan, J., Bowden, C. & Smith, A.B. (2006). A Gossip or a Good Yack? Reconceptualizing Parent Support in New Zealand Early Childhood Centre Based Programmes. International Journal of Early Years Education. Vol.14 No.1, March 2006, pp.1-13. Retrieved from https://web.s.ebscohost.com.vlib.interchange.at/ehost/pdfviewer/pdfviewer?vid=7&sid=97e8b572-ee5b-4225-baec-f2ee9563a68a%40redis.

Duncan, J., Te One, S., Dewe, R., Punga-Jurgens, J.T., Shaw, L., Eaton, S., Thomas, M., and the Whanganui Central Baptist Kindergartens and Early Learning Centres' teaching and parent facilitator teams (2012). Active Adult Participation in Early Childhood Education: Enhancing Child Learning and Community Wellness: A Summary. Teaching and Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9279_summaryreport.pdf

Jacobson, S. & Notman, R. (2018). Leadership in Early Childhood Education: Implications for Parental Involvement and Student Success from mNew Zealand. ISEA Volume 46, Number 1 2018. Retrieved from https://web.p.ebscohost.com.vlib.interchange.at/ehost/pdfviewer/pdfviewer?vid=6&sid=f6107c48-f3b6-474c-a71d-0ce4dd073af3%40redis

Keat, J., Strickland, M., & Marinak, B. (2009). Child Voice: How Immigrant Children Enlightened Their Teachers with a Camera. Early Childhood Educ J (2009) 37:13-21. DOI 10.1007/s10643-009-0324-1

Robinson, K.H. & Jone-Diaz, C. (2013). Diveristy and Difference in Childhood: Issues for Theory and Practice. The Changing Nature of Families in the Twenty-First Century.

Sanders, J., & Munford, R. (2010). The Impact of Intra-Familial Factors on Support Work. Working with Families.

Simpson, D., Loughran, S., Lumsden, E., Mazzocco, P., Clark,m R.M., & Winterbottom, C. (2017). 'Seen but not Heard'. Practitioners Work with Poverty and the Organising Out of Disadvantaged Children's Voices and Participation in the Early Years. European Early Childhood Education Research Journal, 2017 Vol. 25, No.2, 177-188. Retrieved from http://dx.doi.org/10.1080/1350293x.2017.1288014

Stonehouse, A. (2011). Moving from Family Participation to Partnerships: Not Always Easy, Always Worth the Effort. Engaging Parents Exchange March/April 2011. Reprinted with permission from Exchange Magazine.

Te One, S. (2011). Defining Rights: Children's Rights in Theory and i Parctice. The Word.

Walsh, F. (2008). Using Theory to Support a Family Resilience Framework in Practice. Social Work Now April 2008.

The Authentic Leader

This essay analyzes the traits of integrity, credibility, savvy, and commitment in leaders from various fields. It offers a critical evaluation of their authenticity based on their actions and characteristics. Pseudonyms are used to identify the leaders. The essay aims to provide a concise account of leadership, exploring the qualities that set exceptional leaders apart.

According to Evans (2000, p. 288), “Leaders who are followed are those who are authentic”. Meanwhile, Starratt (2004) emphasizes that leaders demonstrate authenticity in their interactions with others in natural, social, and cultural settings which leads to the formation of relationships developed by involvement and respect. O’Loughlin (2004) describes this interaction as honest and open and proved to be effective in the establishment of trust between and among people involved in a relationship. Evans (2000) further clarified that studies on leaders have shown that integrity and savvy are critical components of authenticity. Integrity refers to consistency in objectives, behavior, and moral standards, as well as resolute decision-making. A leader who possesses integrity is committed to fulfilling their obligations and keeping their word. Similarly, savvy refers to the combination of “professional experiences” and acquired skills from years of practice (Evans, 2000, p.294). Apparently, the authenticity of the leaders will be determined based on these characteristics - integrity, credibility, savvy, and commitment.

Authentic leaders as Duignan (2013) characterised are responsible for offering unwavering support to their teaching staff to encourage change and innovation through collective action. They must provide the required resources for collaborative planning and make sure that all team members equally participate in this professional endeavour. Teachers’ voices must be heard, and their opinions should be taken into consideration while creating innovative teaching approaches that ensure quality teaching and learning practices that benefit both teachers and students.

During my tenure with an exceptional principal, J.C., I witnessed the provision of unwavering support resources and mindful consideration of teachers’ opinions. As an educational leader, J.C. was fully committed to the curriculum and professional development of the educators, which was evident from her regular supervision of our outputs and performances. She assessed our progress and identified areas of improvement which led to her suggestion of weekly English classes and group activities for the faculty members. Though there were objections, J.C. explained the reasons why we needed to attend the class and convinced us. J.C.’s constructive criticisms have been helpful, and the English classes greatly improved our language skills. Her facilitation and monitoring style are manifestations of individualized consideration, a dimension related to transformational leadership. The others are idealized influence, inspirational motivation, and intellectual stimulation which were also observed in undertakings and educational engagements introduced by J.C. (Bass, 1985 as cited in Brownlee et al, 2004).

Transformational leaders are essential for staff engagement and performance as they create a growth mindset, provide feedback that helps team members improve their work, and focus on practice and hard work (Brownlee et al., 2010). By being fully present for their members, these leaders enhance their influence (Duignan, 2013) and foster a problem-solving approach to addressing workplace issues (Brownlee et al. 2010) and J.C. is an example of such a leader. Her provision of English classes, appropriate resources, workshops, and collaborative activities stimulated our intellect and broadened our learning experience, leading to our professional development (Sarros & Santora, 2001 as cited in Brownlee et al., 2010). J.C.'s demonstration of trust and respect encouraged us to be actively involved in innovative approaches, and her initiative let us realize the need for reconstruction of our strategies and teaching practice. Bass, as cited in Brownlee et al. (2010) categorised this leadership quality as idealized influence and this is effective in learning. We experienced individualized consideration (Bass, 1985 as cited in Brownlee et al. 2010) as J.C. personally dealt with each of us during learning conversations which led to the uncovering of our strengths and limitations as well as our undetected potential. O'Loughlin (2004) and Duignan (2013) maintain that continuous learning conversations among all team members are necessary for constructing and reconstructing situations that promote deep and rich learning processes, leading to improved student outcomes. This scenario focuses on learning together, sharing ideas, and creating an environment that encourages active participation. This initiative by J.C. relates to authentic leaders’ commitment to resource provision for the enhancement of collaborative planning for quality teaching-learning practices (Duignan 2013).

O’Loughlin's (2009) experience clearly highlights that teachers do not always bring out the best in every student. O’ Loughlin’s maintains that rules and limitations imposed by the schooling system can hinder students' capabilities and self-discovery. In this regard, J.C. stands out as a remarkable leader who recognized these limitations and encouraged our students to participate in both intra- and interschool competitions to enrich their capabilities and unfold their other potential. She recognized teacher coaches for successful outcomes, providing them with cash rewards and opportunities to broaden their horizons. J.C. also considered acknowledgment of students’ time, efforts, and participation crucial regardless of the outcome. J.C.'s leadership style was transactional in this aspect, effectively motivating and incentivizing both teachers and students to achieve successful outcomes. Evans (2000) emphasizes that authentic leaders apply a meritocratic technique in such a way that competence is rewarded. However, Brownlee et al. (2010) argue that a reward system may deprive team members of active learning and intrinsic motivation development, as they may not be provided with opportunities to question, problem-solve, or build their own knowledge.

J.C. demonstrated her savvy by intervening in decision-making and resolving student issues promptly when her advice was sought by the Prefect of Discipline or the Guidance Counselor. She implements a dialogic approach, which Duignan (2013) defines as discussing issues with parents and stakeholders concerning students and resolving problems. J.C. was quick to address the grievances of parents and explain the benefits of the policy that parents complained about to the parties involved. She stood firm in her decision and did not give room for negotiation, a response that highlighted her integrity. Evans (1996 as cited in Evans, 2000) classified this character as psychological hardiness, exhibited by people who sustain their well-being and performance despite difficulties.

Authentic leaders demonstrate honesty and fairness instead of preaching them (Evans, 2000). J.C. exhibited this as she manifests professionalism in handling disagreements during faculty meetings, maintains privacy and informed consent, and never discloses information about special meetings with defiant teachers or complaining parents. O’Loughlin (2009) shared that this relates to authentic mutuality, which means encouraging interactive connection between people, thus promoting respect and trust. Her ability to earn and maintain trust is vital in developing commitment, support, and a sense of achievement among us (Evans, 2000).

J.C. was an incredibly effective leader, who expertly balanced high transformational and low transactional leadership styles. Her transformative leadership style was marked by her sensitivity to the needs of her team members, active listening, and appreciation of their opinions and suggestions. She challenged both her team members and students to excel, displaying perseverance in bringing out the best in each of them. J.C. relied on their potential and in collaboration with them designed student-friendly procedures and structures that greatly enhanced the teaching-learning process, much like the examples provided by Jane Carroll and Tom Russell in Evans (2000). Her treatment of teachers demonstrated her belief in the importance of authenticity and relational leadership, where a leader's full presence can best influence all others in the organization. By emphasizing honest and open communication, as highlighted by O'Loughlin (2009), J.C. made things happen by fixing problems, finding resources, and handling people, which greatly deepened her influence (Evans, 2000).

J.C.’s establishment of a reward system, however, contradicted the principle of active learning and intrinsic motivation, resulting in inconsistency and this inconsistency between a leader's goal and behavior may be due to inattentiveness (Evans, 2000). On the other hand, O'Loughlin (2009) and Duignan (2013) view the leader's action as a sign of proactivity and encouragement toward the learning's deeper dimensions, based on her awareness of transformative possibilities.

I believe that J.C. embodied integrity, credibility, savvy, and commitment - characteristics that determine an authentic leader. For example, her commitment to quality teaching and learning outcomes enabled her to initiate English classes for the teachers and mentor them to improve their teaching approaches and engage in innovation. Her credibility, integrity, and savvy were demonstrated in the following situations. She engaged in dialogues with parents, addressed their concerns, and communicated with the Guidance Counselor and the Prefect of Discipline to provide advice. J.C.'s visible presence was also apparent during observations, planning, and decision-making. Her initiatives on professional development provided teachers with opportunities to reflect on and analyze the quality and effectiveness of their teaching, which is a testament to her leadership qualities. Overall, J.C. is a passionate, committed, and credible leader who exemplifies the qualities of an authentic transformational leader.

The second leader is the preschool head teacher, J.K., a notable leader. During our first meeting, she seemed unfriendly, but on my second day, J.K. approached me to provide tips and advice on how to fulfill my duties as a reliever. As a head teacher, J.K. is always polite in her dealings with every teacher and staff at the center. She uses "please" and "thank you" as appropriate and ensures that each teacher/staff is able to take his/her break on time. These gestures are an indication of respect and value for all her subordinates (Notman, 2010). J.K. makes it a point that teachers speak to parents who drop off their children every morning. She reminds staff about parents' reminders for their children, assigns specific daily tasks, and ensures that they are distributed fairly and properly. These exhibit her being a maintainer (Evans, 2000), meaning a leader who adheres to the established means of leading and policies. J.K. provides ideas for activities and reminds teachers during the closing session about forms that need to be filled out by parents the following day. These actions speak of her commitment to “clarity and focus” (Evans, 2000, p. 306) and require us to be mindful of our duties and responsibilities as ECE teachers. Her provision of learning activities goes with the encouragement that indicates our duty to add more activities that will engage children in meaningful situations leading to the development of practical skills as much as possible. This exhibits her other commitment which focuses on the path of self-realization for children (Gibbs, 2006) which agrees with Lee’s (2010) concept of life transformation with emphasis on a teacher's commitment to strong altruistic goals that can make a significant difference in children's lives and lead to a real sense of purpose.

The center's philosophy of "Respecting different cultures and values" is always at the forefront of our minds, reminding us to be knowledgeable, perceptive, and responsive to cross-culturalism (Gibbs, 2006). Respect for young children's willingness to participate in an activity is a significant dimension of the children’s rights which means extending children a kind of treatment that will make them feel capable and competent (Smith, 2016). This requirement ensures that we never discriminate and always prioritize the needs, growth, and development of the children we serve. When it comes to handling complaints, J.K.’s integrity becomes apparent as she speaks to parents respectfully and deals with complaints diplomatically, never blaming a teacher for any situation. She takes accountability for complaints and persuades parents with her explanations. E.F. handles difficult and naughty children with love and care. She reminds us to pay close attention to children who have the tendency to physically hurt others. These actions are a manifestation of Lee's (2010) concept of mobilization, where a leader communicates the center's practices, discusses the underlying theoretical ideas that inform our teaching, and shares with parents/whanau the kind of learning that actually takes place at the center.

J.K. possesses all the essential qualities of an ECE leader and has 20 years of experience leading the ECE teachers at the center thus gaining savvy. She manifests credibility, integrity, and commitment. She actively engages in every activity to achieve learning goals and prioritize the safety of every child. Her commitment to helping students achieve their full potential is evident, and her consistency in actions and words is commendable. Thus, J.K. is an authentic leader.

When I was a child, I had the pleasure of meeting and getting to know an extraordinary leader named R.R. Her exceptional leadership qualities and dedication to serving her community left a lasting impact on me. Her numerous awards and recognitions for her outstanding performance are proof of honesty and hard work as an employee at a bank. However, it was her decision to run for a local government position that truly showcased her exceptional leadership skills.

R.R.'s leadership capabilities continued to shine when she became a church leader. Despite facing challenges as a woman in a leadership role, she never hesitated to personally assist people in need, especially during natural calamities like typhoons, fires, and floods. Her presence and reassurance during conflicts and fights in the community demonstrated her unwavering commitment to resolving issues and helping those in need. What impressed me the most about R.R. was that she prioritized the needs of her people over her own safety, which is a true sign of servant leadership (Giambastica, McKeage, & Brees, 2020). Her actions showed her dedication to safety and service, and the impact she had on her community has left an indelible mark on me.

During the COVID-19 pandemic, the leadership skills of this remarkable individual were put to the test once again. Her unwavering integrity and credibility were on full display as she made it her personal mission to ensure that every family in the community received assistance from the local government. Her dedication and commitment to the welfare of her constituents were unparalleled, and she would go to great lengths to ensure that no one was left behind. Even when she learned that someone had been overlooked, she would use her own funds to make sure they were taken care of, which is a testament to her selflessness and commitment. She implemented collaborative practice and never forgot to express her appreciation for her subordinate’s assistance. She did not give them rewards for a job well done but showed that she was thankful for their time and effort.

Her leadership training at the bank helped her identify problems and create solutions. She valued transparency and documented every transaction related to donations and relief goods. Smith's (2016) research shows that leaders with extensive training are better at planning and managing programs.

It's worth noting that her actions were a sharp contrast to those of her fellow government officials, who have been caught engaging in corrupt practices and disregarding protocols for serving their constituents. She knew what she stood for and never allowed herself to be tempted by bribes or other incentives. Her commitment to doing what was right was unwavering, and she refused to compromise her reputation for anything. As Evans (2000) explains, having a clear understanding of our core beliefs and values is essential to defining our leadership style, developing self-control, and creating a path to self-direction thus building authenticity.

These leader's compassion and sense of duty towards their constituents are truly admirable. They are authentic leaders based on their demonstration of integrity, credibility, savvy, and commitment. It is no surprise that they made such a positive impact on the lives of so many people. As Russell and Stone (2002 as cited in Giambastica, McKeage, & Brees, 2020) explain servant leaders are characterized by “vision, integrity, honesty, trust, service, modeling, appreciation of others, and empowerment”.

References:

Brownee, J., Nailon, D. & Tickle, E. (2010). Constructing Leadership in Child Care: Epistemological Beliefs and Transformational Leadership. Australian Journal of Early Childhood Volume 35 Number 3 September 2010.

Duignan, P. (2013). Leading with Moral Purpose and Authenticity. Principal Matters Summmer 2013.

Evans, R. (2000). The Authentic Leader. The Jossey-Bass Reader on Educational Leadership. ,li>Giambastica, R., McKeage, R., & Brees, J. (2020). Cultures of Servant Leadership and Their Impact. The Journal of Values-Based Leadership. Volume 13 Issues 1 Winter/Spring 2020. Retrieved from https://scholar.valpo.edu/jvbl. ,li>Gibbs, C.J. (2006). To be a Teacher: Journeys towards Authenticity. Nicholson, H., & Carroll, B. (2013). Essay: So You Want to be Authentic in Your Leadership: To Whom and for What End? ,li>Notman, R. (2010). Who lies within?: The Personal Development of Educational Leaders. Journal of Educational Leadership, Policy and Practice, vol. 25, no. 2, 2010, pp. 16-28

O'Loughlin, M. (2009). The Subject of Childhood.

Parrish, D.R. (2015). The Relevance of Emotional Intelligence for Leadership in a Higher Education Context. Studies in Higher Education, 2015 Vol. 40, No. 5, 821-837. Retrieved from http://dx.doi.org/10.1080/03075079.2013.842225. ,li>Self-Review Guidelines for ECE (n.d.). Education.govt.nz from the Ministry of Education. ISBN 0790313847.

Smith, G., Minor, M., & Brashen, H. (2018). Spiritual Leadership: A Guide to a Leadership Style that Embraces Multiple Perspectives. Journal of Instructional Research Volume 7 (2018).

Starratt, R.J. (2004). Ethical Leadership. Authenticity.

At 47...

I realize these:

Life is a matter of choice.

In every aspect

we've got to know,

to examine (sometimes none of this),

to weigh things (sometimes by impulse)

and pick.

Then later on

after sometime,

after exerting all the efforts,

after giving what we're capable of giving,

after draining our energy

we'd see

he/she/it/they is/are not all worth it.

At 47...

I learned

after all and each thing I've done,

after each sacrifice,

after each compromise,

after each and every life's slice

It's me, none other than me

who is responsible

of my doing,

of my crying,

of my laughing,

of my being.

Life is a matter of purpose.

In every choice I make

there's a reason,

there are factors to consider,

there are results to deal with.

This point motivates me

to wake up every day,

to take on each task,

to confront each difficulty,

to squeeze my brain,

for the resolution of each hitch.

Thus, I thank God that

I underwent

choosing,

hardships,

frustrations,

defeat.

I thank God that

I still have this chance

to gather each piece,

to reflect, and

to put things together.

I thank God for

His provision of choices,

of consequences, and

of cognizance.

Above all,

I thank God my Father for

giving me choices,

making me see each consequence,

letting me know that my life has a purpose

and I'm blessed

at 47.

No more.

When I've decided to let go...
I start rummaging my inbox
for probable short messages;
I scroll up and down IM pages
for at least an emoticon;
I read back messages
received days, months and years ago;
I reread every email;
I savor every detail;
I recall every circumstance,
every difficulty, every awkwardness we both felt.
I said
no more...
sweet good mornings,
worth-skipping lunch breaks,
late night messages,
sudden talks,
hard-to-label connection.
no more YOU and ME.
Now, it's just You.
It's just Me.
Now, it's just the memories
of YOU and ME.

When in flight

Chasing the Sea of Clouds: My Journey to Mt. Pulag's Summit

I saw a post about the sea of clouds and suddenly felt an urge to see it with my own eyes.

So I made a reservation for another mountain climbing adventure. I tagged my best friend Aileen along and my son Jasper, who would be climbing for the first time, a historic climb for him.

Our destination was 2,926.047 meters above sea level — the second-highest mountain in the Philippines according to DENR-Benguet, Mt. Pulag.

The Long Road to Benguet

The meetup was at Shaw Boulevard. We boarded a van at 11:00 P.M. and traveled from Quezon City all the way through Baguio to a homestay in Benguet where we would be staying for two nights and three days.

There was no electricity in the house, no air conditioner. Nevertheless, it was chilling cold — the temperature was 17 degrees Celsius. Good thing there was a fireplace. We had a candlelit dinner. It sounds romantic, and it was.

The food was great — all fresh vegetables, salad pako, and pork afritada, though it had broth rather than sauce. Despite that, we enjoyed the food from the first dinner to the last.

The Midnight Trek via Ambangeg Trail

2:00 A.M. the following day, we all got up and prepared for the climb. 3:00 A.M., we started trekking. The path was pitch dark. We only had flashlights and headlamps to light the way.

I was wearing three layers on top — an inner shirt, a sweater, and a hoodie — plus leggings and jeans. It was so freezing that I felt the urge to keep trekking just to make myself sweat and stay warm.

We took the Ambangeg Trail, said to be the easiest trail to the summit and perfect for beginners. It is a well-established, wide trail, but it is still a looong, steady uphill assault.

Despite the four-hour walk, I didn't feel as challenged as I did in Mt. Daraitan. In fact, I think it was the easiest climb for me so far. We went through four peaks before reaching the true summit — false summits that test your patience, but each one rewards you with a wider view of the Cordillera mountain ranges.

Before reaching the highest point, we waited for sunrise at the peak just before the summit.

And then it came — the BEST sunrise I've ever seen in my life. God's majestic morning as viewed in Mt. Pulag.

We reached the highest point at 7:55 A.M.

Above the Clouds

The sea of clouds rolled endlessly below us, thick and white like cotton, glowing gold and pink as the sun rose. The peaks of Northern Luzon pierced through it like islands in the sky. We were literally above the clouds. I was speechless.

Jasper was in awe — his first climb and he was already standing in heaven.

Going down was like a walk in the sky because of the fog and the sea of clouds still lingering around us. It was mesmerizing.

Then came the mossy rainforest. The ambience was so fresh and calming. I loved the air — it smelled of damp grass, moss, pine trees, and earth. It was so pure. Aileen and I laid down on the grass more than three times, just to rest and appreciate nature. No signal, no noise, just us and the mountain.

This climb is THE BEST.

MY BIGGEST TAKEAWAYS FROM MT. PULAG — READ THIS IF YOU'RE A FIRST-TIMER:

1. MASTER THE ART OF LAYERING. It's freezing, then it's not.

Bring shirts, sweaters, and hoodies. You need layered clothes for the midnight assault because it is bitterly cold at 3 A.M. But you will be taking them off as you near the peak because you'll feel warm from the hike and the lack of oxygen as you approach 2,900 MASL. Wear a thermal base layer!

2. BRING YOUR OWN LIGHT. There are no lamp posts on the mountain.

Bring a flashlight or, better, a headlamp. The trail is completely dark from Ambangeg to the saddle camp. A headlamp keeps your hands free for balance.

3. BRING EXTRA CASH. Only dinner is free.

Only dinner is provided by the homestay. The rest of the meals are up to you. Plus, there are a lot of fresh, cheap highland vegetables being sold — cabbage, carrots, potatoes — you will want to buy them as pasalubong for your loved ones back home.

4. BE PREPARED FOR THE CALL OF NATURE.

Bring wet wipes, tissue, and a small plastic bag. There are no toilets on the trail from 3 A.M. to summit. If you need to go, you need to practice Leave No Trace — dig a cathole or pack it out.

5. BRING TRAIL FOOD AND HYDRATE SMART.

Bring chocolate, biscuits, and bottled water. Sip, don't chug, to avoid frequent peeing stops in the cold. Eat chocolate while walking for instant energy, and save your biscuits for the summit while waiting for the sunrise. Remember, going down takes another 4-5 hours depending on your leftover energy, so ration your food.