The drawbacks

February 2-3, 2010



The English Language Problem

It is very rare to see the development of English language in public. How come that the Philippines became the Third English speaking country next to USA and England? It means that the survey favors the minority. In the real context of public education, it is very hard for them to understand the concept of what is taught when the medium of instruction is English. As their teacher, I really have to translate the sentence in Filipino language just for them to understand the subject matter.

I have realized that we really have to give an affirmation to what research say- a child first taught with his/her lingua franca will have a wider understanding of the second language. It is true, once we teach the child to think independently using his/her native language which s/he used in daily experience and which s/he can understand a particular concept; it will be easier for him/her to understand the second language.

English as medium of instruction is only used in English and Mathematics for Grade II. These two subject areas give them capacity to develop their English language. However, if the teacher always translates the concept into their native language; there is a low tendency to master the second language. My suggestion is that, make effort to talk to your students in English language, even during vacant time.

The Highest Percentage of Non-reader

It is very alarming not just in the part of the teacher but also for the school administration. Almost 50%-70% of the students in my class (take for instance) are non-reader. Higher percentage is allotted for English. It is based on the reading skills assessment done in the start and at the end of the school year. They know how to write (copying) but they don’t know how to read and jot down what they hear.

I decided to have a Remedial Reading Instruction. Due to hectic schedules of practice for mass demo and making instructional preparation and materials, it wasn’t realized. So, what I did, when I let them read orally, I make sure non-reader should follow while they looked at the visual materials. Because of this, I just train them to read by reading together to help them familiarize of how each letter is being read. Up to the time that they will be independent in reading and they will no longer read after me or his/her classmates.

It is really a dilemma in teaching. The trend of the present educational system is to pass the responsibility to the next teacher. This means that a teacher in Grade I will pass the students even though s/he does not know how to read. Because of this, next school year, the Grade II teacher will become problematic to handle this non-reader, instead of focusing to the main subject matters of the present grade level, she will then get back to basic to teach students how to read.

I remember that primary grade level focuses on ‘learning to read’ while intermediate is on ‘reading to learn’. Hence, while the students are in primary grade, teachers should give more emphasis to teach the children for this particular competency before entering in the next Grade level in the beginning of the school year.

Disorderly Seating Arrangement

Every time I conducted a lesson, pupils at the back demand to seat in front (even on the floor) just to listen. That is why when I told them to go back on the seat, I will find them almost seating in front for a few minutes. Then, I got a stick and command them to go back to their seat again. But it happened every time. Later on, when I realize that it was one way of showing that they are very interested to listen, I gave them freedom for it.

Of course, it so annoying to see pupils not on their proper seating arrangement and doesn’t gave me space to walk forward and backward; and back and forth. When I discussed a lesson, especially when there are colorful visual aids, I never see anyone staying at the back. They all insist to be in front of the class and excited to see the next pictures to be posted.