PAMBANSANG KONGRESO SA WIKA
MAURA MANGULABNAN CRUZ
The Komisyon sa Wikang Filipino (KWF) has been seeking inputs for developing the grammar guidelines for Filipino, the country’s national language.
With this aim, the KWF set this year’s Pambansang Kongreso sa Wika (National Language Congress) recently.
KWF language researcher Jeslie del Ayre said the national language’s present guidelines are still based on famed Filipino writer Lope K. Santos’Tagalogoriented book “Balarila ng Wikang Pambansa”.
The KWF’s forerunner, the Surian ng Wikang Pambansa, published the book in 1939.
Formed in 1991, the KWF is the government agency tasked to promote Philippine languages.
The KWF identifies Tagalog, Bikol, Ilokano, Hiligaynon, Pampanggo, Pangasinan, Sebwano, and Waray as the country’s major languages.
The 1987 Constitution provides that as Filipino evolves, “it shall be further developed and enriched on the basis of existing Philippine and other languages”.
The KWF gathered about 400 participants for the congress, mainly from the academe. Other sectors were also encouraged to join the event.
Among the topics discussed in the congress were language study disciplines and teaching Filipino grammar at theelementary, high school, and collegiate levels.
The congress also looked into Filipino grammar in the K-12 program’s curriculum. K-12 covers kindergarten and 12 years of basic education – six years of primary education, four years of junior high school, and two years of senior high school.
The government said the program aims to provide students ample time to master concepts and skills, preparing graduates for tertiary education, middlelevel skills development, employment, and entrepreneurship.
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The author is Secondary School Teacher III at Mangga High School, Candaba, Pampanga
CATALINA O. GAMBOA
There is a greater emphasis in today’s educational leadership trends on the value of transformational leadership. This emphasis comes in the time when educational leaders are more focus on achieving educational goals rather than merely following the rudiments of professional and conventional leadership st y l es.
For one, transformational leadership produces results. A transformational school leader ensures students focus on their studies but this is achieve by also the leader’s ability to be considerate of individuality, being charismatic in influencing them, and inspiring them. The personal approach and personality of the leader also influences transformational leadership patterns and i d eas.
Instead of using set problem-solving techniques, he or she involves students and teachers to come up with solutions to problems as they arise. The transformational leader is able to inspire teachers to help students in a more committed way. While professionalism has its place in educational policies, empathy and sincerity in addressing student concerns, problems and academic needs also bear greater weight.
Transformational leaders in a school setting quickly identify areas in need of improvement, seeking out-of-the-box solutions. The leader identifies cynicism and intentions to quit among teachers, through consultation and individualized consideration. Realigning their values and goals to resonate with those of the school, the leader reassures teachers that they are needed and valued.
Emphasis in a transformational school shifts from “leadership” to “professionalism.” Direct leadership and professionalism do not mix. Studies show that professionalism cannot develop when stifled by command and instruction based leadership.
Professionalism is more about competence than skill. It involves a higher degree of trust, and ensures a teacher’s commitment to caring, excellence, and to professionalism as a given. Transformational leadership is and should be a thing of importance in the public school system. Transformational leadership helps public school pupils more since the emphasis in real educational transformation rather than just meeting the required objectives.
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The author is Principal II of Diladila Elementary School, Sta Rita, Pampanga