Sun.Star Pampanga - - OPINOIOPNINION -

EDGAR L. MANABAT The Ra­tio­nal­iza­tion Pro­gram was man­dated for gov­ern­ment agen­cies in Oc­to­ber 2004 through Ex­ec­u­tive Or­der (EO) 366with the goal to im­prove the qual­ity and ef­fi­ciency of gov­ern­ment ser­vices es­pe­cially in the Department of Ed­u­ca­tion. This new struc­ture is process-ori­ented, which means that of­fices are there to per­form spe­cific func­tions.

The School Gover­nance and Op­er­a­tions Di­vi­sion is one of the three of­fices in the Schools Di­vi­sion Of­fice schools which is man­dated to cre­ate a con­ducive en­vi­ron­ment for the teach­ing-learn­ing process to take place and pro­vide for the holis­tic de­vel­op­ment of learn­ers through the de­vel­op­ment and su­per­vi­sion of spe­cial co-cur­ric­u­lar pro­grams and projects be­ing im­ple­mented.

Ed­u­ca­tion is a gen­eral idea that tran­scends the four walls of a class­room. The main goal in ed­u­ca­tion is to nur­ture the holis­tic de­vel­op­ment of a child. To­tal de­vel­op­ment means in­tel­lec­tual, phys­i­cal, moral, func­tional and com­mu­nal growth. To­tal de­vel­op­ment can be at­tained through ed­u­ca­tion. Ed­u­ca­tion plays a pri­mary role in mold­ing a per­son and his de­vel­op­ment as a so­cially well-grown be­ing. To achieve these aims, there should be equi­lib­rium be­tween cur­ric­u­lar and spe­cial co-cur­ric­u­lar pro­grams.

Spe­cial co-cur­ric­u­lar pro­grams are those which are car­ried out along with the cur­ric­u­lar ac­tiv­i­ties. They are ac­quired out­side the class­room ex­pe­ri­ences. They give pupils/ stu­dents op­por­tu­ni­ties to cul­ti­vate their skills and dis­play their non-aca­demic ca­pa­bil­i­ties. These co-cur­ric­u­lar pro­grams may be nec­es­sary, such as mu­sic, arts and phys­i­cal ed­u­ca­tion classes that are in­cluded in the cur­ricu­lum. Oth­ers are mostly vol­un­tary, such as par­tic­i­pat­ing in School Sports, Lead­er­ship Train­ings, Jour­nal­ism. Art club, Science Club, Stu­dent Coun­cil, and De­bate Club which ac­tu­ally sup­ple­ment the en­hance­ment of cur­ric­u­lar ac­tiv­i­ties. These co-cur­ric­u­lar ac­tiv­i­ties com­ple­ment what pupils / stu­dents learned in class­rooms and sup­port in­tel­lec­tual, emo­tional, so­cial, moral, cre­ative and phys­i­cal de­vel­op­ment. They are the real and prac­ti­cal ex­pe­ri­ences ob­tained by pupils/ stu­dents which strengthen their learn­ings.

The Ir­ish nov­el­ist Maria Edge­worth ex­pressed in ‘Harry and Lucy Con­cluded(1825)that All­workandno­play­makesJackadull­boy,and All play and no work makes Jack a mere toy.” This proverb means that with­out time off from work, a per­son be­comes both bored and bor­ing.

In the 21st era, the ba­sic aca­demic form of ed­u­ca­tion that stu­dents are in­tro­duced to, is grad­u­ally sur­fac­ing means to a mod­ern mode of ed­u­ca­tion with fo­cus to in­te­grate main styles of in­struc­tion: cog­ni­tive, psy­chomo­tor and re­spon­sive learn­ing.

The Chi­nese proverb as­serts, “Teach me, and I will forget. Show me, and I might re­mem­ber. In­volve me, and I will never forget.” This says that the aca­demic knowl­edge is en­riched when a co-cur­ric­u­lar ac­tiv­i­ties re­lated to the con­tent taught in the class­room is es­tab­lished. In­tel­lec­tual de­vel­op­ment of a per­son is at­tained in the class­room, but, the artis­tic de­vel­op­ment like build­ing good man­ners and right con­duct, spir­i­tu­al­ity and moral­ity, phys­i­cal de­vel­op­ment, cre­ativ­ity and many more are re­in­forced by co-cur­ric­u­lar ac­tiv­i­ties.

Spe­cial co-cur­ric­u­lar pro­grams oc­cupy a very im­por­tant partin the de­vel­op­ment of a well-rounded in­di­vid­ual such as: 1.De­vel­op­ment So­cial Abil­i­ties and Re­la­tion­ship Skills; Pupils/ stu­dents who of­ten­times par­tic­i­pate in co-cur­ric­u­lar ac­tiv­i­ties with other pupils/ stu­dents de­velop re­la­tion­ship skills and, in many cases, de­velop last­ing com­pan­ion­ships. 2.De­vel­op­ment of Time Man­age­ment Skills Pupils/ stu­dents ac­tively en­gag­ing in co-cur­ric­u­lar ac­tiv­i­ties tend to ef­fec­tively and ef­fi­ciently man­age their time, learn to pri­or­i­tize com­mit­ments and ac­tiv­i­ties, and be­come a prac­ti­cal and in­no­va­tive prob­lem-solvers. Of­ten, the pupils/stu­dents who are most en­gaged in co-cur­ric­u­lar ac­tiv­i­ties have the sound­est time man­age­ment skills. 3.Ex­plo­ration of Var­i­ous In­ter­ests Co-cur­ric­u­lar ac­tiv­i­ties pro­vide pupils/ stu­dents wide range of op­por­tu­ni­ties to de­velop and cul­ti­vate their var­i­ous in­ter­ests or skills from ath­let­ics to the arts and afar. 4.De­vel­op­ment of Self-Re­spect Not all stu­dents are good aca­dem­i­cally, but ex­pe­ri­enc­ing vic­tory or be­ing well-known to a co-cur­ric­u­lar ac­tiv­ity can sig­nif­i­cantly im­prove pupils/stu­dents’self-re­spect. This can have a great im­pact on their aca­demic per­for­mance. 5.Strength­en­ing of Com­mit­ment In­volve­ment in co-cur­ric­u­lar ac­tiv­i­ties ex­pects pupils/ stu­dents to make a last­ing ded­i­ca­tion. Pupils/ stu­dents who stay in­volved in the same co-cur­ric­u­lar ac­tiv­i­ties year af­ter year and can even­tu­ally lead on a lead­er­ship role.

--oOo— The au­thor is Ed­u­ca­tion Pro­gram Su­per­vi­sor

In dif­fer­ent forms and ways, we are all bullies. Bul­ly­ing sur­rounds us – it is even within our­selves.

This is some­thing I re­al­ized when we had to deal with a bully­boy who threat­ened to hit his class­mate if he doesn’t give him what he de­manded from hi m.

Some peo­ple may think that bul­ly­ing is not a se­ri­ous topic, but it is. It is ac­tu­ally one of the most im­por­tant is­sues we need to deal with. I be­lieve that the bully, in him­self, has an in­ner bully. Some­thing he prob­a­bly doesn’t re­al­ize yet. As much as I wanted to rep­ri­mand him for do­ing such a mis­chievous thing, I felt his need of un­der­stand­ing and con­cern; and as much as I was dis­pleased see­ing him play the vil­lain in our lit­tle story inside our class­room, I knew he needs me to pro­tect him. Though I find no ex­cuse in his act of cru­elly beat­ing another kid, I chose to see his vul­ner­a­ble side and be com­pas­sion­ate to­wards him. He is still, af­ter all, my stu­dent.

Teach­ers, who are also stu­dents’sec­ond par­ents, should re­al­ize these things in or­der to un­der­stand why such thing as brow­beat­ing hap­pens. For one, there must be a rea­son why they mis­be­have. These rea­sons, they prob­a­bly wouldn’t tell us when we ask them; we should be pa­tient enough to wait for the per­fect time – which is, when they’re ready. The next thing we need to do is to rec­og­nize that there is a story be­hind the story. Surely, not one per­son will hit another just for the sake of it as it would be ut­terly in­sane if he does. These kinds of things hap­pen: we act imp­ishly and hurt other peo­ple; whether we in­ten­tion­ally or in­ad­ver­tently do it, we can’t deny the fact that we’ve caused pain and so this ag­grieved per­son takes on a plot for re­venge. As they say, the pay­back al­ways hurt twice as bad as when it was in­flicted on them – and, as a mat­ter of fact, it is the only time we see that some­thing bad is hap­pen­ing. Most of the time, we don’t see it as it hap­pens. We only take no­tice of it when some­one had al­ready badly hurt another; then we name the bully – which is wrong. We need to know the roots of the is­sue be­fore we act. Ac­cord­ing to Danielle Steel, not all forms of abuse leave bruises. Some­times they leave marks in our hearts and minds. When we make sud­den and un­just de­ci­sions, we be­come their bully and we don’t want it to hap­pen. We want to be their teach­ers – their sec­ond par­ents, their strong­hold and their com­fort zone.

In dif­fer­ent forms and ways, we are all bullies. Bul­ly­ing sur­rounds us – it is even within our­selves.

--oOo— The au­thor is Teacher II at Guillermo D. Mendoza Na­tional High School

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