Issue of January 15, 2017
Mt. Province

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Teachers’ aim for quality instruction

In every enhancement in the curriculum, teachers are the last to implement. We, teachers, submit ourselves to anything that can contribute to the success of a program for implementation. Although our salaries can hardly compensate the work we do, we willingly accept the challenges of the profession.

We have contributed and imparted knowledge and expertise to the development of our students. For instance, an engineer’s foundation are his teachers, who taught him how to use numbers, etc.

Our curriculum requires adjustments to various revisions. The K to 12 provides teachers with the competencies that are required to be attained, but the concepts used to achieve these goals and objectives require in-depth research using several textbooks and other materials.

We prepare appropriate teaching devices every day and sometimes have very little rest. Our homes become our extensions in our teaching because we bring home unfinished plans. The worst thing is when we don’t have devices or materials for class that we sacrifice by buying our own teaching materials. We even photocopy borrowed teaching aids to have our personal copies.

Despite these inconveniences, we can still manage to put a smile on our face when we teach our students. Revisions to the curriculum is ongoing. We have to be resourceful, dedicated, patient in using our talents in order to cope with these challenges.

We can sacrifice for the benefit not only of ourselves but of our students. K to 12 success is in our hands and we directly implement it in our classroom.


Leadership: Its demands for success

Leaders play an important role in an organization's success and productivity. Leadership, therefore, is directing, guiding, and influencing others to attain specified goals. The development of this attribute begins within one’s self when one realizes that he or she actually wants to be a great leader.

However, being a leader is not easy. Leaders face various challenges in their organization, colleagues, mindset, and themselves. There will be times when many will doubt and go against you, which may, at times, make you want to give up. Throughout your journey, there will be obstacles to encounter like issues with colleagues and time management. In spite of these, a true leader should stay at the center of the group’s structure to keep the ground together. Most importantly, no matter how difficult the obstacles are, a true leader will strive to push towards the goals and maintain momentum. In his mind, giving up is never an option. Instead, he strives harder to accept his mistakes, correct them, and grow maturely.

Being a leader is a door of opportunity. It provides chances to exercise interpersonal influence on the members for directing their actions toward their specified goal. Leadership allows a person to develop and enhance personality characteristics. A leader has a collection of experiences – from leading, initiating, and implementing. It is known that through experiences, he gains knowledge and wisdom. It is a gate in knowing how to properly manage time, priorities, and responsibilities all together, in different aspects.

Leadership is an influential process, because you are allowed to mold, control, and change the behavior and performances of members. However, before doing this, you must reflect.

One thing a leader must not do is to be a hypocrite. How will you expect your members to do as you say if you yourself can’t do it? In order for a leader to have effective members, he should be a role model. Along with this, he must be able to send his goal to the minds of his people. In this process, members can visualize what you want to achieve and upon this, you are directed to a particular goal. From there, each could help and work together in achieving your goal.

Other leaders can perform their role effectively and get the cooperation and commitment of their members. Leaders are, undoubtedly, powerful; but power carries with it an equal amount of responsibility.


Benefits of using varied performance-based tasks in teaching Science under K to 12 Program

Department of Education Order 8, s. 2015 stipulates the guidelines on classroom assessment for the K to 12 basic education program. The program recognizes the diversity of learners, the need for multiple ways of measuring the learners’ varying abilities and learning potentials, and the role of learners as co-participants in the assessment process.

The assessment of Science learning, for example, had been traditionally done through written tests and performing experiments, but with the K to 12 program, which is now on its second year of implementation, there are new ways of assessing learning outcomes that are more effective and offer lasting learning for students.

One of the effective methods is for students to come up with a presentation with the aim of disseminating information on a given topic. The students will be grouped according to their chosen method of presentation. The students will be choosing from suggested tasks such as comic sketch, jingle or song, through a newscast, poster and slogan, or a poem. The presentations of each group are to be rated according to a rubric which includes purpose, creativity, organization, and oral presentation.

If students are given the freedom to choose their method of presentation, there’s a greater chance of attaining better performance since students will demonstrate their learning using the method where they excel, interested with, and enjoy, too. These methods will help achieve the purpose of performance task of involving students in the process. They are given the opportunity to show and integrate their knowledge, understanding and skills about lessons learned. Students are given freedom to demonstrate learning in appropriate and diverse ways.

Science teachers observed that with the use of such methods, there is increased student participation and a greater chance for them to perform well. Each student’s talent is further enhanced as it is used for presenting Science learning.

A group of grade 9 students said they favor the performance-based tasks since these will allow them to show their talents, share their learning to their classmates, and that the topics are more understood.

Melody Loyosen, a grade 10 student at La Trinidad National High School, La Trinidad, Benguet, said although she prefers written works, she has seen the advantages of performance-based tasks such as helping students to socialize more since they will interact with others; improving or enhancing learners’ skills; forming new ideas as the tasks would require the learners to be creative and finish tasks on time; decongesting written works, and gaining more self-confidence.

Other performance-based tasks for Science are debates, designing and implementation of action plans, designing various models, doing scientific investigations, issue awareness campaigns, laboratory activity, multimedia presentations, simulation, skills demonstration, and verification experiments.

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