Issue of November 4, 2018

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Student discipline through cooperative effort

The school and home are two parts of a child. Given this, the connection between the two is crucial. Parents and teachers have the same goal. Both want the best for the student. If a child’s teacher and parents have the same goal, which is to help the child succeed at school, then they are a team that needs to communicate and cooperate with each other.

A lot of parents exhibit support to their children by responding to the school’s efforts to collaborate with them. As they work in harmony with teachers to whom they have entrusted their children for learning and care, they maintain a certain level of involvement because they are careful not to meddle too much on educational affairs. They uphold respect and delicadeza in the process.

However, there are parents whose involvement is far from ideal. In today’s academic scenario, there are parents who, instead of forging a positive relationship, exhibit unproductive and overbearing attitude. Without verifying issues, they storm to school and confront teachers. Their type of involvement creates problems and is very frustrating. With their unfounded accusations, unsubstantiated generalizations, hyperbolic assumptions, and ungrounded polemics, they react as though teachers do not have the right to reprimand their kids.

This behavior of some parents gives our children a misplaced sense of entitlement. The children think that nobody has the right to tell them off because their parents would stand by them anyway. It is high time we trust teachers in their sound discretion regarding misbehavior of our kids and see them as partners and not as adversaries. After all, teachers are the students’ second parents. Just as students must face the challenge of recognizing the false assumptions that make them feel entitled, parents must recognize that their assumptions about teachers may not be correct.

One important principle in education is that children learn best when the significant adults in their lives – parents and teachers – work together to encourage and support them. Teachers expect a certain level of respect and responsibility from students and their parents. It is insensitive to make our teachers feel they aren’t good enough by blaming them with almost everything. With the already tedious nature of the teaching job, misbehaving kids make it even more cumbersome. Parents, hence, should help instead of being disrespectful by perceiving teachers as antagonists.

However, varied our views of discipline maybe, I believe that the ideal is cooperative effort, home and school supporting each other toward the same goal. We may have different ways of rearing our children but with the same purpose in mind, we can set aside diversity and achieve unity.


Integrating the Indigenous Peoples Education

Culture should be preserved and passed on to the next generation. In the advocacy on “Education for all,” it is necessary to include the root of every individual to allow them to expand their knowledge and grow.

In recognition of the right of the indigenous peoples towards culturally rooted and responsive basic education, the Department of Education adopted the Indigenous Peoples Education (IPEd) curriculum framework, which aims to guideschools and other education program implementers as they engage with indigenous communities in contextualizing and indigenizing the K to 12 Curriculum based on their respective educational and social contexts.

As cited in DepEd Order 32, s. 2015, the IPEd Curriculum Framework seeks to fulfill the mandate to implement an enhanced basic education with cultural sensitivity and responsiveness especially for the schools with indigenous learners and in indigenous communities.

Schools in the Cordillera are integrating indigenous matters in and outside the classroom.

Cordillera has more than one indigenous community that shows the richness of the place and uniqueness of the IPs. As the indigenous communities celebrated the National Indigenous Peoples Month, the schools also participated in community activities like festivals and organized IPEd day in the school where teachers and the students wore traditional attires, played traditional instruments and chanted indigenous songs, performed cultural dances, competed in traditional games, and ate traditional foods.

The IP Month celebration is not just about wearing the traditional attires or performing cultural dances but also about recognizing one’s identity. Others might wear the ethnic attires of the Cordillera only for the sake of wearing. Others regard it as a memento piece. However, a true Cordilleran sees his culture and identity in that attire.

In the same manner, schools should not only showcase IPEd to comply with an order but to learn, appreciate, and correct the misconception about the IPs. Contextualization, localization, indigenization, and integration of indigenous knowledge systems and practices are some of the strategies to break down the barriers of learning at school. Indigenous learners are being exposed to the lessons with the integration of culture in all subjects wherein teachers prepare instructional materials and activities that are related to the learner’s culture. Also, teachers contextualize the learning competencies to increase the level of proficiency of the learners. Contextualizing the subject may help the learners and teachers understand and relate easily with the lesson so the result of teaching-learning process is progressive since it is possible that the learners are more confident in learning when the experiences in the classroom are meaningful and relevant to their lives.

Culture can be learned through informal and formal education. The lessons that the indigenous learners learn from the community might be applied at the school and vice versa. It is necessary to include the different aspects of life when it comes to learning. Teaching-learning process must be equal especially among learners and teachers from different ethnicity and culture. This is also to accommodate the diversity of learners.

It helps maintain a child-friendly school and avoid bullying. Learning does not choose a particular person. The concept about inferiority and superiority is eliminated because it is not acceptable. Like the IPEd, it does not isolate a learner from exploring the world becasue it regards the IPs as part of the world. IPs are not the outcast but the hero of infinite generations. The IPs from the past generation taught us how to live today, how to value our identity, and show the pride of humanity.

This is why culture must be learned and taught to the next generation because it is a priceless inheritance. Adopting the IPEd is beneficial for indigenous learners and teachers because it diverts the school as a home of wisdom and intelligence rather than just a room of principles.

Indigenous learners are encouraged to go to school since they can relate and are more comfortable on matters that they experience at school through the IPEd.

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