The Education of My Teacher

In the July 9, 2009 issue of the Manila Times, Felizardo Francisco argued that although our teacher education institutions (TEI) have "produced more graduates than required by the system," there is a big question as to the quality of graduates it produced.

For three consecutive years now, the licensure examinations for both elementary and secondary teachers have showed very low national passing percentages. What kind of trainings, then, do our teachers receive nowadays?

Ms Glenda Miradora, a public school teacher in Tañong, Marikina, commented that while pre-service training is very important as what one learns through theories cannot be directly translated into actual classroom teaching, the manner in which it is conducted highly delineate its effectiveness.

Miradora expressed that much of the usefulness of the pre-service training depends on the authority that provides the training. According to her, there are several cases wherein critique teachers would use the training to be relieved of their work or be given special favors. There are several instances where critique teachers would have the student-teachers teach immediately, even if a class observation is a prerequisite for actual classroom teaching. Miradora herself experienced being asked by her critique teacher to buy the latter pandesal.

Pre-service, according to Francisco, refers to "activities which take place before a person takes up a job that requires specific training. It involves connecting with larger community through meaningful, hands-on involvement. It becomes a means to develop pro-social skills and positive moral attitudes." (emphasis mine)

To achieve this, it is imperative that the training authority is likewise continuing in its professional development. Miradora, now acting as a critique teacher of 3rd year Education students of Pamantasan ng Lungsod ng Marikina, said that she makes sure that student-teachers do not only observe her class but also get additionali nformation on how syllabus, lesson plans, and other teaching methods operate in an actual classroom setting.

“Kaya nga, I don’t recycle lesson plans,” Miradora quickly noted. She added that the present educational system should inspire would-be and present teachers to never stop growing. “Kailangan laging nag-iisip. This is why in-service trainings are equally important.”

But the quality of in-service trainings, she disclosed, depends on the school and the allocated budget of the government. “Here in Marikina, we do this on a regular basis, usually during semester breaks. If we do not have the sufficient budget, we resort to peer tutoring, which is also a very good way for our master teachers to impart what they have to our young teachers.”

Miradora added that “in-service trainings should not be limited to teaching per se. We can also teach personality development." She mentioned that her most favorite training was ‘Discovering the Child in You”. "It helped us discover why we act the way we do… yung iba pala wounded child siya, kaya siya ganu’n.”

This is also why, on the recommendation given by CHED regarding the admission and retention requirements for TEIs, Miradora stated that academic standing in school is not an indication of an effective teacher. “Maturity is developed in actual experience,” she remarked. “On the other hand, it is good that they are selected, as I have seen quite a number, although not majority, of teachers who are half-baked. Nevertheless, I would like to see the recommendation as an encouragement for all the stakeholders of education to engage themselves in further studies.”

*Ms Glenda Miradora used to teach in a private school before she transferred to public school. She was my English teacher then.