EDUCATION REVOLUTION STARTS HERE

EDUCATION REVOLUTION STARTS HERE

By

RACHEL BARAWID

(Manila Bulletin, Education Section, p. 1, May 3, 2012)



MANILA, Philippines - The students of Darwin International School (DIS) System in the quaint towns of Pulong Buhangin and Bagbaguin in Sta. Maria, San Jose del Monte City and Malolos in Bulacan may literally be labeled as probinsiyanos and probinsiyanas but they are not the least bit backward, in terms of education.

In fact, the students who are all fluent in speaking English, are globally competitive and equally brilliant, perhaps even better than those from Manila and elsewhere.

Apart from topping the National Career Assessment Examination (NCAE) results in the province and the region, they also end up getting accepted to all the top schools in the country such as the University of the Philippines (UP), Ateneo de Manila University and De La Salle University. This is largely due to the unconventional, out-of-the-box and unique system of education being offered in the school.


ONE-OF-A-KIND TEXTBOOKS
First off, the students from preschool to grade school don't have the usual textbooks that are commercially found in the market. Neither do they use imported books. Their simple resource materials in all subjects except Math, are actually in black and white, typed in bond paper, photocopied and bound together. These serve as their textbooks.

But one shouldn't be quick in judging its cover though, because as soon as you open the pages, you'll see that it is far from its simple and ordinary exterior.

The books, written by DIS president and headmaster Professor Rolando S. Dela Cruz, are cutting-edge, unique and filled with relevant words and concepts that students need to be able to think critically and compete globally.

The English book for preparatory students, for instance, contains vowel and consonant sounds, spelling and advanced vocabulary. Words like edifice, abbey, hilarious, cactus, iceberg, Koran, palette, queue and their proper pronunciation are being taught to these kids in the context of a sentence and not just through memorization.

"Yung libro namin mukhang kawawa pero ang pinag-uusapan ano yung laman, paano ituturo at ano yung method sa pagtuturo. In English, I need to give even prep students advanced vocabulary because my goal is to produce globally competitive students. So I engage them in critical thinking. If the words are deep, they can absorb ideas and express themselves. Through ideas, they can be able to test concepts. But that can't happen if they learn only simple words," explains Prof. Dela Cruz, an A.B. Philippine Studies (major in Political Science and Film) graduate from UP Diliman.

The English book also has poetry, literary activities such as reading a classic and analyzing the setting, characters and the story. It also includes English expressions.

The English Grade 6 book has a practical exercise that enables students to discuss their weaknesses, allowing them to express themselves. Dela Cruz says this activity particularly trains sixth graders to pass a job interview, a skill normally learned while in college!

Prep Science books, meanwhile, consist of topics on animals, plants, human biology and astronomy. Dela Cruz reasons that the abstract concepts in this book may be hard and advanced for their age but if taught using the right approach, they will be able to absorb it easily. Science, like all the other subjects, is taught in a multidisciplinary approach. Art and language are incorporated in the subject, as students learn to draw the animals they read about and also test their spelling skills from the new scientific words they've encountered.

Filipino and Civics books, on the other hand, have an English translation for every word, much like a dictionary. And then the lessons are taught in Filipino and English, on a different day, so the students who are adept in English can have a chance to understand the concepts in their preferred language. "I allow the children to master the Filipino topics first. But I don't deprive them the opportunity to learn in English. So now, we have students who can express themselves in a particular topic in two languages. That to me is the real bilingualism," points out the 48-year-old Dela Cruz.

At the DIS however, everyone including the janitors and guards are required to speak in English at all times, even during recess and lunch break.


TEACHING HUMANITIES EARLY
Another important feature of the DIS education is the integration of the Humanities, a first year college subject, in the preschool and grade school curricula.

Prep Humanities, for instance, teaches kids about prehistoric art including pottery, the first human beings and cave paintings. They also learn Achilles in Greek art, the Renaissance as well as legendary musicians, literary greats, and artists from Mozart to Lea Salonga.

"When I went abroad, I saw French preschool kids analyzing art at the Louvre Museum. My goodness, what an injustice to Filipinos! `Yung pinag-aaralan natin ng college, pinag-aaralan na ng preschool kids sa France! So I said to myself, when the time comes that I will put up a school, I will not deny them the opportunity to learn world art at the earliest possible time. I believe Humanities should be taught throughout the learning process from preschool to college," reveals Dela Cruz, a three-time Palanca awardee and two-time Cultural Center of the Philippines awardee in playwriting.

While the parents of his students were shocked about the inclusion of the Humanities in the lower levels in the beginning, he says eventually they realized that there is nothing wrong with learning about the best in world art and culture at such a young age.

Some textbooks at Darwin, also have footnotes that include bibliographies, links and additional readings that even teachers and parents can look up. Dela Cruz believes that they too should engage in lifelong learning to be able to effectively teach their students and children.


STUDY TOURS AND FORMAL DINNERS
Darwin International School also differs in the way it conducts its field trips which it would rather call study tours. Instead of amusement parks, the students are taken to historical, science and art-oriented places such as museums, famous landmarks and even puppet shows. In its recent study tour, students were taken to the Quezon Memorial Circle where they learned about the tomb of former President Manuel Quezon, as well as the architecture, art and history of the place. They also went to the PNP Museum where they were exposed to the concept of guns, as a tool to ensure peace and order. During the tour, students engage in complementing activities that enhance the lessons.

Every year, students attend formal dinners at DIS where they don't just learn social etiquette, table manners but also discuss serious, relevant issues with their teachers and school officials. Other extra-curricular activities include a Sports Festival, English Festival, Talent Olympics, Dream Day, Cosplay Festival and Battle of the Bands.

Apart from the small class sizes, the school has no top ten classification. Instead, all students are required to maintain a grade that can make it to either of the five classifications: first class honors, high second class honors, low second class honors, high third class honors and low third class honors. Those who do not fall in any classification will be provided with an intervention to improve his or her performance. Otherwise, a student will have to transfer to another school. What's good about this classication, adds Dela Cruz, is that everyone are motivated to study hard and give their best effort due to the equal opportunities to excel and be part of the honors class.


INTERNATIONAL SCHOOL FOR FILIPINOS
Established in 2003, the Darwin International School is a fulfillment of Dela Cruz's dream to provide international education to Filipino students. The wealth of knowledge offered and unconventional method used in the school are products of a rich educational and teaching experience, mostly culled from his learnings in UP, as well as from his postgraduate studies at the Osaka University of Foreign Studies in Japan, University of Leiden in the Netherlands and the University of Cambridge in England. The curriculum is likewise an enhanced version of the basic education curriculum of the Department of Education.

While he had already made significant contributions to UP, producing books and journals for the UP Law Center and teaching Political Science students for a long time, Dela Cruz felt that he would be able to give back and help improve education in the country much more if he could reach out to a greater number of students at a given time. And that would be possible by putting up his own international school for Filipino students.

"My idea of an international school is to produce students with international orientation but with a strong dedication as Filipinos with a big heart. My goal is not to destroy their being Filipino but to strengthen their identity and nationalism. I want to produce Renaissance men and women with 21st century skills who will work hard for their country," stresses Dela Cruz.


ACADEMIC AND MORAL EXCELLENCE
Third year high school student Donalyn Natorilla of DIS in Pulong Buhangin, Santa Maria, says her Darwin education has taught her to be "learned" and not just "formally educated." "Being "formally educated" means one is only excellent in academics. But being a learned individual has both academic and moral excellence," she says.

Her classmate Andrew Pesebre, meanwhile, has learned to think critically and developed the confidence to stand in front of a crowd.

For parent Alvin G. Buenaventura, his son Aaron, this year's class valedictorian and incoming Engineering freshman at UP Diliman, has developed into a walking encyclopedia. He credits this skill to DIS who trained him well. He is confident that his three other children will graduate with the same skills and grow up to be equally responsible and extraordinary citizens.

Like the students, DIS teachers continuously develop to become better educators through constant trainings.

"The trainings have provided me with the techniques on how to maximize the time for each subject, how to deepen the discussions, how to ensure effective student participation and how to facilitate collaborative learning. Therefore, I became goal-oriented, focusing more on target skills that students must learn and the mastery level that they must attain. I am very fortunate that this institution keeps on nurturing me to become an efficient and effective educator," ends DIS head teacher Mary Grace R. Domingo


(SOURCE: http://ph.news.yahoo.com/education-revolution-starts-012020080.html)


********
NOTE:
I would like to thank the author, Rachel Barawid, for the piece. Special thanks goes to the Manila Bulletin's Education Section Editor, Ivy Lisa F. Mendoza. - PROF. ROLANDO S. DELA CRUZ

A CONVERSATION WITH THE GREATS

A Conversation with the Greats

By

PROF. ROLANDO S. DELA CRUZ
Educating a Nation


May 24, 2012, 3:05pm
MANILA, Philippines —


A FLYING SAUCER IN A GARDEN
The buses first went around the Oblation to familiarize the youngsters whom I brought with me to the State University. Then, they savored the foliage enveloping the academic oval.

As they got off the buses with their parents, the young visitors were enthralled by the round building which was the focus of the visit.

I recalled the feeling when I first visited the UP campus during a high school bivouac. That time, UP to me was a sprawling forest where one could get lost. It appeared to me that my students were also at a lost for a moment, with a question in mind: what is this flying saucer doing here? The UP Chapel looks like an airborne structure if one does not notice the pillars supporting the dome, as the columns are partly swathed by plants.


HUMANISTIC EXPERIENCE
I was a teenager when I first entered the Chapel of the Holy Sacrifice. That time, I was not particularly impressed by it, perhaps because nobody guided me to explore it. How I wish I learned more about the UP Chapel in my freshman Humanities.

Unfortunately, cramming the best of world art in one semester is unrealistic, so there went the UP Chapel. Nonetheless, I pursued the humanistic track as I grew older, that is why I personally endeavored in recovering the things that I thought I missed in college. This is why my Basic Education students study the Humanities as a subject from nursery until high school.

The inspiration of immersing my students in the Humanities came from my personal experience in London and Paris. There, I witnessed pre-school students experiencing a well-rounded, participatory, fun, activity-oriented and well thought-out study tour at the British and Louvre Museums. I figured: no wonder the French and the British people value their identity and national interests in a sea of Europeanism.


THE U.P. CHAPEL
Yearly, I bring my students to places where they will have their own personal encounter with the best of Philippine art and culture. In the UP Chapel, they had a taste of five national artists.

It is the first and only round church in the Philippines. Thus, it is unique in terms of its vision. Leandro Locsin’s architecture deconstructed the traditional four-sided polygon church structure in the country. His de-centering proceeded with the re-centering of the priest, except that this time the physical focal point is not the celebrant but the whole congregation in a rotunda of spirituality glorifying God.

This radical approach by Locsin is aesthetically supported by other artistic expressions from other greats in Philippine art.

Arturo Luz designed the flooring titled “The River of Life”. Each panel of Luz on the flooring emanates from the center flooring, radiating like rivers of petals, if not petals of rivers, towards passage ways that literally do not have doors.

Vicente Manansala and Ang Kiukok painted the “Stations of the Cross”. Their works panoramically bombard the faithful as if they were verses from the Gospels, only in cubist lines and colors.

Napoleon Abueva, on the other hand, sculpted the crucifix and the marble altar. The two natures of Jesus Christ, both man and divine, expressed in the hanging crucifix beneath the center of the dome remind each member of the church of the promise of physical death on earth and spiritual rebirth in paradise.


A CONVERSATION WITH THE GREATS
My students came into contact with all these magnificent physical renditions of the spiritual. They enjoyably drew their own church: from within, emphasizing its roundness; from outside, highlighting its spaceship-like contour.

Others analyzed the playful shapes on the aisles and recorded them in their activity sheets. Some chose their favorite paintings and copied these using crayons. The remaining students were absorbed by the distinctive two-sided crucifix, creating their plates. Their parents were either assisting them or viewing with them, or both. Like the children, the parents were also learning about their culture.

But more important than the artistic activities in which the students immersed themselves, what impressed me the most was the seriousness and care that these children were capable of while pleasantly undertaking their individual tasks.

They were heedful of the reminder that they must not touch nor vandalize the works to help preserve these so that future generations will have the good fortune to study, too, and appreciate all these beauty. I cannot help but admire the students for their discipline and curiosity to explore these ingredients of their humanity.


An alumnus and former faculty member of UP Diliman, PROF. ROLANDO S. DELA CRUZ is President of the Darwin International School System. He studied in Osaka University (Japan), the University of Cambridge (England) and at the University of Leiden (the Netherlands).

(Source: MANILA BULLETIN, May 24, 2012)

(Source: http://www.mb.com.ph/articles/360335/a-conversation-with-greats)

DARWIN'S UP, ATENEO AND LA SALLE PASSERS!

As a teacher, one feels delighted to see his students conquer their fears and eventually achieve their goals. For many a fourth year high school student in the Philippines, graduating from school does not go without dreaming to get into the top schools of the country, including the University of the Philippines, Ateneo de Manila and the De La Salle University.



Yearly, at least 75,000 take the UPCAT, with all hopes of getting a slot in the state university. Unfortunately, there are only a few thousand slots. Yearly, only 5 to 10% of the takers pass the examination, one of the most difficult college entrance tests in the Philippines. I am very proud to note that 11 of my 19 graduating students at Darwin International School made it to the UP system for the coming school year. This is about 60% of the total, fortunately higher than Darwin’s 50% achievement last year. My heartfelt congratulations go to the following:

1. Julie Anne Acierto

2. Dominic Gilbert Emiterio

3. Ma. Cecilia Enriquez

4. Hector Evangelista III

5. Jamee Kaye Fabros

6. Rei Pauline Hermogenes

7. Maria Divina Hernandez

8. Cynthia Marizze Mendoza

9. Mark Mico Montecillo

10. Shiela Inna Sinsuat

11. Timothy Jemuel Talusan



Wait! The good news continues! The Ateneo de Manila University already released, too, the results of the Ateneo Entrance Test (ACET). Yearly, only 25% of Darwin graduating students passed the exam, an indication of how difficult it really is. This year, however, 8 out of 19 made it! That’s 42%, almost double Darwin’s yearly result. Congratulations to the following:

1. Dominic Gilbert Emiterio

2. Jan Voltaire Enriquez

3. Jenelle Faustino

4. Rei Pauline Hermogenes

5. Maria Divina Hernandez

6. Cynthia Marizze Mendoza

7. Shiela Inna Sinsuat

8. Timothy Jemuel Talusan



But the good news does not stop there! De La Salle University has already announced the results of its college entrance exam. And guess what, 100% of Darwin’s graduating students made it! Last year, it was 92% passing rate. Now, this batch finally made true to their goal of achieving a 100% result. Congratulations to the following:

1. Julie Anne Acierto

2. Harold Balandra

3. Jade Ibhar Cuambot

4. Dominic Gilbert Emiterio

5. Jan Voltaire Enriquez

6. Ma. Cecilia Enriquez

7. Hector Evangelista III

8. Jamee Kaye Fabros

9. Jenelle Faustino

10. Rei Pauline Hermogenes

11. Maria Divina Hernandez

12. Cynthia Marizze Mendoza

13. Mark Mico Montecillo

14. Maria Cia Cirelle Panol

15. Avvie Yvone Reyes

16. Marian Suzanne Sagun

17. Shiela Inna Sinsuat

18. Shiela Loure Sinsuat

19. Timothy Jemuel Talusan



This batch of Darwin students, Batch 2011 (BATCH KABAITAN), earned the honor of having the most number of individual passers in UP and Ateneo so far, the batch that has broken the yearly 25% passing rate in Ateneo by almost doubling it to 42%, and the batch that first got a perfect 100% passing mark in the De La Salle University exam.



The above passing rates simply point that all graduating students of 2011 have been placed in the top schools of the country once more, not to mention other top schools like UST, Mapua and Sab Beda where Darwinians normally pass at 100% rating. The standards of Darwin are very high. It is very demanding, expecting a lot from students. They have to maintain a minimum of 85% every grading period. It fascinates me to realize that these students have accepted the challenge to always compete against themselves than compete with others. Realizing one’s weaknesses and strengths are keys to setting a vision for oneself. These students of mine just set their vision to be with some of the top college students of the country and be under the tutelage of the best college teachers of the land. But they could have not done what they have done without the full support of their parents who are always with them in their journey. So, my congratulations go most especially, as well, to their parents. You are some of the most fortunate parents of this country for having children with big dreams; and your children as so fortunate, too, for having loving and responsible parents like you!



Your journey, my dear students, has just begun. You should continuously thank God for all His blessings, and ask Him for endless mercy and guidance in your incredible  trek. There are more and higher mountains to scale. Have confidence in yourself that you can successfully chart you life at this dark stage of our society. It is in the young that this country depends on to illuminate somehow our history. And for as long as young people will accept the challenge to participate in changing not only one’s life but also one’s social system, there will always be hope for the Philippines. Your having passed the UPCAT, ACET and the De La Salle Entrance Exam is another beginning. There will be more uncertainties, disappointments and even doubts you need to subjugate. There will be more missions to embrace, dreams to live, bigger beginnings you need to work hard for to start, numerous challenges to surmount and endless successes to enjoy and inspire other with.



Carpe Diem! God bless all of you.







15 January 2011

3:51pm

FULFILLING OUR LIFE’S MISSIONS

By

Prof. Rolando S. Dela Cruz


(Speech delivered before the graduating students of Darwin International School, Batch 2010. 28 March 2010, Sta. Maria, Bulacan)


Our distinguished Commencement Speaker, Dr. Elizabeth M. Perfecto; beloved parents; the officers, faculty and staff of Darwin International School; my dear students of 4th year and Grade 6 who will be graduating today; friends, guests, ladies and gentlemen; Good afternoon. Happy graduation day to all parents and students!



Before the establishment of Darwin, it is not a popular idea in Bulacan to enter the top universities, namely UP, Ateneo, La Salle, UST, San Beda and Mapua. Thus, was born the MISSION of Darwin of Darwin International School. This mission is to encourage students to dream big and to help them enter the top universities of the country. It is my honour to tell you the results of this mission, so far.



In 2007, 93% of our first batch of graduates passed in the top universities. In 2008, it became 96%. In 2009, placement improved at 97%. This year, 2010, we have finally attained the highest results of our mission: 100% of our students passed the top universities!



How are we able to do this at Darwin? We send our graduating students to the top schools through our enhanced curriculum. This means that we implement the Department of Education’s curriculum, but with added topics as well as added subjects. In this sense, Darwin’s curriculum is unique. To our graduating students, however, do not think that your having graduated from Darwin automatically makes you the best students of the best universities. It is not automatic. You need to work hard for that. You need to further develop your study habits.



Darwin is able to produce the best in you, because we innovate the Darwin system every year. We believe that change must always be constant. To name a few, these changes included instituting new subjects, implementing the centralized two-exam system, revising the honours program, requiring a high mastery grade, innovating the tutorial system, implementing the English Police system, providing free Summer Review for 3rd and 4th year students, offering free review for the Mock UPCAT exam handled by UP academics, institutionalizing new methods of teaching like the e-learning program, strict Code of Conduct, etcetera. More of such improvements and changes shall be implemented in the coming months and years.



Every year, Darwin improves its standards. But these changes are only slowly and incrementally being implemented because students in the higher levels, especially the 2007, 2008, 2009 and 2010 batches of Darwin, are absolutely all transferees from other schools. These batches had to catch up on Darwin standards because of their deficient earlier foundations. For example, most, if not all, of them were not English-speaking when they entered Darwin. Most also didn’t have good study habits. Gladly, there is constant improvement, batch after batch of graduates – based on the Deped’s National Career Assessment Examination (NCAE) and the annual college entrance exams. It is because the later batches, like this graduating batch, had more years of exposure to Darwin’s educational program and innovations.



While I talk about the accomplishments of our graduates, let this occasion be a venue for me to remind our beloved graduating students. Do not assume, for instance, that you, Gelo Buluran and Carmela Reyes, being the Valedictorian and Salutatorian of this batch, respectively, already know everything that every high school student in the Philippines must know. I admire, respect, and believe you and your intelligence, but you must be prepared to encounter the other Gelo Bulurans and Carmela Reyeses of this country when you go to the top universities this June. This goes true also to all members of this graduating batch, BATCH PAGBABAGO, who must not think that your being graduates of the number 1 school in Bulacan has given you the license in college to waste your time. Do not waste your golden opportunities! If you do, you will be the greatest loser of your own negligence.



In the NCAE, this year is the first time that the graduating students of Darwin have received all line of 9 grades, the lowest is 94% while the highest is 99+%. This means that you belong to the upper 6% to upper 1% of the whole country’s graduating students, based on the NCAE. Congratulations to all of you! You are able to defend the Darwin tradition of being Top 1 in the whole Bulacan and being one of the best in Region 3. But I need to remind you: more than ever, you need to be serious with your studies in order to sustain your momentum. There is a saying that goes: “Ang kutsilyo, kapag di hinahasa – pumupurol.” Darwin taught you to embrace suffering in order to succeed. Now, I add: Embrace the blessings you have already received. If you don’t, it will leave you – and it will leave you forever!



Darwin has given you a strong foundation to enter the country’s best universities. Be cautioned, though, that the goal of these elite schools is not simply to collect your tuition, but to give you the most difficult lessons and kick out those who will not meet their standards. Therefore, anticipate very demanding programs in college, focus, and be disciplined.



Ngayon na tinulungan na kayo ng Darwin para makapasok sa pinangarap nyong mga tanyag at pinakamahuhusay na unibersidad, nasa inyong mga kamay na ngayon ang inyong ikatatagumpay o ikabibigo. Di nyo kailangang mainggit sa kakayanan o kaalaman ng ibang mahuhusay na estudyante, ang dapat ay itanim nyo sa inyong puso at isipan na dapat nyong alamin at unawain ang bawat pahina ng libro na ipababasa sa inyo.



Sa oras ng mga pagsubok, di kailangang manghina ang inyong paniniwala sa sarili, sapagkat tinuruan kayo sa Darwin na magkaroon ng malaking pangarap at positibong pananaw sa buhay. Kung kayo ay magiging negatibo, negatibo din ang epekto. Kung kayo ay magiging positibo, positibo din ang aanihin ninyo.



Di dapat tumakas sa mga problema at isisi ang kabiguan sa iba, ang nararapat ay kilalanin ang mga kahinaan at mga pagkakamali, at bumangon kung saan kayo madarapa. (Si Manny Pacquiao nga na pinakamagaling ngayong boksingero sa mundo, tinatamaan ang mukha at katawan kapag sinutsuntok.) Di dapat lumaki ang inyong mga ulo at maging mayabang dahil sa angking talino; sa halip ay manatiling mapagkumbaba, bilangin ang inyong mga biyaya at matutong magpasalamat sa mga tumulong sa inyo – kabilang ang inyong mga mahal na magulang, kaibigan, guro, paaralan, komunidad at bayan. Dapat na lalo kayong matutong magtiwala at magmahal sa Diyos na nagbibigay ng awa, subalit huwag puro awa ang hingin, sa halip ay ialay sa Diyos ang busilak na gawa.



I expect you to win in many of your battles in life. But in order to win, always remember the saying: “Ang di marunong lumingon sa pinangglingan, di makararating sa paroroonan.” A very powerful Filipino value that you can use all throughout your journey in fulfilling your own mission in life.



Binabati ko kayong lahat na mga magulang at mga magsisipagtapos.



Maraming salamat sa inyong lahat. Patnubayan nawa tayo ng Maykapal.

CURRENT PROBLEMS IN EVALUATING BASIC EDUCATION TEACHERS IN PHILIPPINE SCHOOLS

    

      
Education in the Philippines has been lagging behind most of its Southeast Asian neighbors. Of late, it has already been overtaken by some poor African countries. The reason is obvious: it was never a genuine government priority! In the meantime, the situation worsens. The system keeps on producing graduates who are not skilled enough to get the best jobs. The unemployment and underemployment rates have been increasing yearly. But the problem is not only the lack of funds for education. One problem also is how teachers teach, and how these teachers are evaluated.


It has always been said that the quality of students depends so much on the quality of teachers. But if we push the analysis further back, then it needs to be pointed out that their training also in teacher colleges is lacking in rigour and quality. This is proven by the fact that many such teachers-to-be face difficulties passing the board exams. But of course, it is also wrong to conclude that merely passing the Philippine Regulatory Commission’s exams for teachers makes a great teacher. Otherwise, the country’s educational system, both in public and private, should be teeming with great teachers producing great students. In other words, the Philippine educational system should be great as well. But it is not!



Teachers are supposed to be observed by principals or their coordinators in schools. The idea is to give such teachers feedback on how they can improve. But I have met some teachers who spend so much time copying the previous’ years lesson plans, a tool to check if the teacher is prepared for her classes. In these cases that I know, the so called evaluation of teachers’ lesson plans is based more on handwriting and not on content, method, much less on the impact of such plans as the checkers only superficially read – or worse, do not read at all – such evaluation tool. Imagine reading the lesson plans for all the lessons in various subjects of dozens, if not hundreds, of teachers daily or weekly? The bottom line here, to make the long story short, is that teachers are left on their own to determine if what they are teaching is sufficient or not.


Aside from this, teachers are supposed to be observed in classrooms. During such evaluations, teachers are told that they will be evaluated. Thus, the teacher prepares her presentation for that day. It is not inconceivable that even the students of that particular teacher to be observed are rehearsed to answer particular questions. In short, the teacher being observed is there to “perform” before “an audience”. This theatrical approach does not serve to solve the problem of the educational system as the real weaknesses of classroom realities are momentarily masked by “prepared teaching” and great reviews of the shows.


Another way of evaluating teachers is to look at the performance of students in a subject. Accordingly, if the students do not get good grades in that subject, then they did not learn; if they obtained good grades, then they must have learned something. But who makes and checks the exams? The answer is: the teacher herself. Consequently, if the teacher finished only one half of the book, then she will write the examination covering merely the the pages of the book taught. The obvious dilemma here is that even if the students got 100% in that examination, they only know half of what they ought to learn especially in comparison with students of other schools which made sure that learners finished and mastered the whole book. Additionally, it must be mentioned that a teacher in a situation where she will be judged based on the grade of her students may write an examination with easy-to-answer questions in order to adjust to the demands of her superiors.


These are only three of the problems of teacher evaluation. The teacher may be interested in the real learning of her students. Yet, the practices in some, if not many, schools may be forcing her to adapt in such ways that do not help students in general. She may hate writing and rewriting lesson plans that will be graded based on handwriting, but will she resist it and risk her employment? She may be genuinely enthralled with the idea of excelling for her students, but what can she do if the rules of her school demand that she puts up a show before her so called critic? She may be sincerely concerned in making her students finish the whole book and write a challenging examination, but what can she do if her one-hour class is populated with 60 to 100 students that she won’t be able to attend to the needs of each and every one of them?


These are just some problems in evaluating Basic Education teachers in the Philippines. How do they get out of this cycle? How else could they better themselves in a situation where they ought to adjust to practices that by themselves do not seem to help mend the situation. The Philippine educational system should not be contented with teacher’s evaluation for evaluation’s sake. Part of the solution, apparently, is changing the very methods of evaluating teachers since the current methods perpetuate mediocrity not only in classroom teaching but also in student learning.







Prof. Rolando S. Dela Cruz

14 March 2010, 7:00 pm