SOME CAUTIONS AND POINT TO CONSIDER

CARMELA M. RAMIREZ

Record keeping. Whether done by the teacher, the pupil, or both can easily become a burdensome chore. Frequently at beginning stage here I a tendency to keep too many records and to record too much detail. If care is not exercise, the time spent on the records exceeds the usefulness involved. At periodic intervals the teacher should survey the record keeping picture. This should include conversation with children to determine their feelings and viewpoints. Each record kept should be reviewed to see if it is still needed, if it adds significantly to the whole picture, or if it another form might be better. Basically every record should contribute in some way to the learning growth of the child. “How does it contribute” is it good question to ponder as records are reviewed. Such guidelines can also help:

Change records to meet new needs, eliminate records as needs are filled.

Keep records flexible. Involve the pupils in determining “which” record. Different records for different pupils may be more appropriate than the same record for all. Avoid standardizing.

Keep the basic record system simple and limited to one or two forms. Use special records for other needs. Limit special records to one at a time, but change them frequently so that a varied picture and many purposes can be served over a period od time.

Test the proposed record against such questions as these-Is it easy to manage?

-Does it provide information quickly and easily?

-Is it simple to use?

-Does it have a significant purpose?

Records are valuable tools only if they really do the job that needs doing. Recording data for the sake of amassing information does little except make record keeping a chore. Simple records, few in number and fitted to the learner, are best. The record system is all part of helping pupils move forward in “learning how to learn.”

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The author is Teacher II at Baruya Elementary School, Baruya, Labao, Pampanga