THE TEACHER OF THE CUL­TUR­ALLY DIS­AD­VAN­TAGED MUST ALSO BE A STU­DENT TO HIS TRADE

Sun.Star Pampanga - - PERSPECTIVE! -

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

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