By: Amy G. Capacio

Teacher 3, Casisang Central School

Various images of floods, polluted rivers and lakes and endangered species – we are repetitively being blasted by different problems of our times. These will never stop bothering us unless we start doing something we could in order that, though not completely eliminate, would reduce them gradually. We need to have an array of schemes to which this inconvenient reality will be put into a momentum for change.

Schools have their part in the conservation of the environment and improving its state. But first, there is a need to recognize the problems in the environment to come up with the solutions to address them. Constantly exposed to heavy media and technologies, we are presumed to be completely aware of the highest agenda of today’s issue, the climate change. We utilize resources, pollute them with waste or trash and we never care what would it be like in the future, hence, developing awareness among children and educating them on how to conserve the environment would mold them into better environmental stewards. For example, teaching them about the 3Rs: reuse, reduce and recycle would really make an impact.

Going further, children may be taught how to conserve energy, paper recycling, waste segregation or gardening. It is also ideal to develop environmental policies and slogans for the school or integrating environmental themes to the school curriculum to promote knowledge and consciousness. Children could also be encouraged to become more actively involved in environmental issues in a practical manner, such as recycling trashed materials. Through this, they will not only participate in saving mother earth, they would also develop their skills and creativity. In addition, it is also a good concept to consider the collection and selling of recyclable materials, particularly empty bottles or tins. As a result, the school will not only help the environment, but benefit as well because of the income generated through the activity. Given the solutions, though simple and easy, could open a new window for a fresh and new start as “every bit counts”.

Centering our attention in conserving the environment is like putting the children into a safer and better place in the future. They could also be the powerful vehicle for change if properly shaped by environmental values and awareness, which is part of what a school portrays. Ultimately, school communities are the best places to carry out the advocacy of promoting an echo-friendly environment, driven by the support of teachers and the community.

The mother tongue –based multi lingual framework for teaching and learning in the kindergarten and elementary education affirms its importance in linguistically and culturally diverse countries, including Philippines. It has on its foremost principle the use of teaches first language for as long as possible. Accordingly, its representation has proven to inculcate cognitive, academic, language and socio- cultural development, which would, as a result, make way for easier learning process of some other languages.

International research in education shows that for the second language learning and academic success to take place successfully, the first language needs to be strengthened and developed for 12 years. It also takes for 6-8 years for a child to learn a second language in school. In addition, language education models that retain the first language as a primary medium of instruction for at least 6 years can succeed under well reserved conditions only. Learners get discouraged when beginning their education in a language they are not familiar with; hence, the situation could become an obstacle in setting them up for long- term learning. On the other hand, it would build their confidence and develop a strong foundation on the language if they begin it with the language they understand.

Success and sustainability of the MTB-MLE depend on cooperation among those involved, including a variety of stakeholders and the local community. Its effectiveness depends on how it is being incorporated in the existing education system and active involvement of both teachers and children in the classroom setting. However, the very notion in this program, besides its outputs, is on how it awakens children’s knowledge and love for their own language and culture.

By: Amy G. Capacio

      Teacher 3, Casisang Central School

It is said that school is one of the first places where children’s behavior, moral and character are being molded and shaped. Thus, teachers carry the pressure to fulfill such expectation, stemming from performing their responsibilities within the school grounds to going beyond the usual teaching load as to extend counseling and performing the role as a second mother/father. The presumption is that they have the responsibility of developing effective and strategic instruction, evaluating the children’s extent of learning, addressing them individual needs to learn and ensuring an environment conducive for learning. But, setting these factors who, in their best effort to impart knowledge and provide learning opportunities, deserve to be recognized.

Teachers play multiple roles. This means it connotes more than merely standing in front of the class and lecturing. To be effective, if they have to wear multiple hats for the school days to run smoothly and just to make sure that children could get quality education, they will. Teachers are also learners. Just as school children learn by attending school, they also constantly learn and develop strategies for delivering quality instruction through development sessions. They have to make changes in classrooms and take into account the children’s interest and individual needs; otherwise, they cannot grab children’s full participation in the process. On their everyday class interaction, teachers play the role of a disciplinarian. While they hold the power to instantly end or light the children’s motivation in learning, they should concentrate on not breaking the child’s self- esteem, giving them chances to perform better. Throughout the course, they also function as coaches for different school undertakings like sports. Here, they need not only their expertise and skills in teaching- learning, but as well as developing aspect of teamwork and showing them the physical, moral and spiritual support necessary for their social growth.

Teachers undoubtedly are the key to what a young child will become in the future. Despite the various roles, what is important in the end is that they guide their route to grow and develop. They are worth the appreciation not only because of the various problem- solving skills or communication skills they try to inculcate, but simply because they teach children to love and value learning.

By: Amy G. Capacio

      Teacher 3, Casisang Central School

Brigada Eskwela, an activity undertaken in public schools every third week of May or two weeks before classes begin, is a nationwide voluntary effort which started in 2003. Parents, teachers and community gathered together to do clean up and repairs to prepare the rooms for the beginning of the new school year. It is also participated by individual, private organizations, business sectors, local and national government agencies which together share their efforts, time and resources.

The volunteers do the operation clean up drive on school grounds, make the necessary operations on classroom tables and chairs and parents and private business offer the necessary supplies and materials. This overwhelming participation of private sectors and volunteers shows how citizens in the country harmoniously carry out the activity to achieve the common objective. It is an important binder and dedication which helps improve the quality of teaching and learning. Since classrooms will be readily available to accommodate the incoming school children. Parents, though it may be an inconvenience on their part, all the efforts are well compensated for they will no longer worry about their children being bit by mosquitoes or getting sick because of the unclean surroundings. Exerting effort hand in hand, the Brigada Eskwela is the present description of the proverbial Bayanihan spirit where Filipinos values the importance of volunteerism in achieving the common end. It is a venue for social and people empowerment through displaying unity and active social involvement.

The outpouring enthusiasm of ordinary citizens through Brigada Eskwela proves that until today, our heroes’ temperament still remarks and continues to flare. Its true essence do not just rest on the expected outcome of the preparations, but of the aggregate effort of individuals, which together lead us to a better view on how Filipinos achieve the goal line.

By: Amy G. Capacio

      Teacher 3, Casisang Central School

One of the underlying reasons for establishing school feeding program is to provide targeted families and their children, an incentive to attend school. It is popular strategy for achieving both educational and social objective among school children, which includes combating and fighting hunger and malnutrition. Furthermore, the idea of using feeding programs becomes a vehicle for targeting more opportunities in the community.

Early malnutrition can adversely affect physical, mental and social aspects of child’s health, which as a result leads on underweight, stunted growth, lowered immunity and mortality. The lack of nutrition imposes significant economic costs on individuals and nations, including how it affects on academic performance and behaviors at school and long term productivity among adults. Problems like delayed entry to school, less overall schooling, smaller stature and lower school performance among children represent a great motivation to impose feeding programs. Thus, it can be a powerful instrument for achieving various multi-sector benefits, from education, food security, nutrition and even agricultural development. Its potential impact on education is that aside from alleviating short- term hunger among children, proper nutrition improves children’s cognitive functioning and attention. Better nutrition provides them better assistance to diseases which would keep them from attending school, thus would indirectly improve educational achievement. Food preferences usually stemmed from lower income among families. They are left with limited food choices, thus inadequate diets. School feeding programs could help supplement the problem for malnourished children through providing them with healthy meals. Lastly, it could also impart the country’s agricultural development and local economy by using locally- produced food and providing a source of income for small holder farmers.

The impact of feeding programs varies widely depending on how it is designed, implemented and evaluated. The core of implementing feeding program among school is not just for the benefit of a particular institution or area of a community, it is for the holistic productivity of the nation. While it is important to note the benefits that can be derived from it, its success depends upon the support of parties involved.

By: Amy G. Capacio

      Teacher 3, Casisang Central School