GENDER EQUALITY PROGRAM
MARICHU A. SANTOS
Department of Education (DepEd) had launched the Gender Equality Movements in Schools of Central Luzon (GEMS-CL) in a bid to revitalize efforts on Gender and Development (GAD).
This project seeks to align with the mandate of the Department to provide students with gender responsive learning environment and various opportunities to understand gender roles and eliminate gender inequalities.
GEMS-CL includes year-round activities, which kicked off during the in-house capacity building for the Regional and Division Gender and Development Focal Point Systems and other staff of the regional office.
The DepEd underscored the need to revisit the GAD plans and make sure that all plans must be focused more on the clients- the learners of Central Luzon.
The development of teacher training manual/modules, the third phase of the activity, aims to provide all 20 Schools Division Offices readily available materials in training principals and teachers to make learning - in all aspects gender responsive.
The proposed manual will include five modules, which are all focused in gender equality in education.
Topics include Gender Equality–Conceptual and Normative Framework, Gender Mainstreaming in Education-Gender Analysis in Education, Gender Responsive Budgeting in DepEd and Gender Impact Assessment, Gender Responsive Networking- Involving stakeholders in designing and implementing Gender Equality, Advocating for Gender Equality and Mobilizing resources for promoting Gender Equality, and Monitoring and Evaluation- Quality issues in promoting GAD and gender equality.
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The author is Teacher II at Dela Paz Norte Elementary School
MARYGRACE B. GUEVARRA
At birth, a child’s brain is like a blank sheet of paper or a sponge which absorbs all and every information that feeds to it, this is according some psychologists. As a child grows up, and his brain develops, they start to learn to solve logical problem and apply analytical reasoning. This development in one’s brain that is in part nurtured through their ability to solve mathematical problems. Their brains want to find answer to a certain problem/situation and their brains know that an answer is just there – but while they are starting to make or engage those connections, solving math problems can provide considerable stress and anxiety.
Anxiety is the feeling of over worried that leads to nervousness and causes person to lose peace of mind. This is especially true when a student is taking math test or assessment, because there is an additional pressure knowing that test itself is gauging whether or not they have been successful at learning they lessons very well. That pressure can cause a lot of anxiety to the student. Anxiety can also cause sweating, nervous behavior and ticks. All of these scenario make it harder an harder to succeed in a math test. Reducing anxiety in math especially during examinations is a tricky thing to conquer or eliminate, because unlike other forms of anxiety, you cannot necessary teach someone to completely avoid anxiety if they are struggling to solve problems clearly. The best way to at least reduce anxiety is through continuous studying and always practice solving, because the more a student is used to solving math problems the less intimidating the problems becomes at it also add more confidence to the student. As I said to my students, ”practice makes not perfect but makes it easier to solve a more challenging problem.”. So dear students, the challenge for you is to practice more and more solving math mathematical problems. It’s for your own good.
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The author is Teacher III at Marcelo H. Del Pilar National High School