THE TEACHER OF THE CULTURALLY DISADVANTAGED MUST ALSO BE A STUDENT TO HIS TRADE
LESLIE LACUATA YAMBAO
“Opportunities to solve problems, encourage to think clearly about a variety of issues, and encouragement to attack problems in and out of school probably also differ in abundant and deprived environments. An environment which restricts these opportunities and which even discourages the individual from attempting to attack and solve problems on his own is likely to retard intelligence development, whereas an environment which encourages problem solving and clear thinking is likely to facilitate the development of i nt el l i gence.
Yet, it is just the culturally disadvantaged for whom it is difficult for whom it is difficult to create problem-solving setting in school, because he is often so hard to handle or so docile. Experimentation will have to be undertaken into ways of increasing the potency of education for older culturally deprived children, by developing more powerful educational environment. New arrangements of teachers and children have to be sought in order to increase the potency of education. The teacher has to be the leader in this experimentation. If the potency of education is to be increased through the application of reference group theory, for example, it is the teacher who will have to try to make the classroom group a reference group for the child.
If new ways of leading the child though problem-solving activities are employed, the teacher will have to be the one to try them out.
— oOo— The author is SST II at Diosdado Macapagal Memorial High School, Floridablanca, Pampanga