WHY TEACHERS ARE NORMALLY BLAMED FOR A LEARNERS’ FAILURE?

RACHELLE D. BARREDO

7he notion of learners¶ failure by Zhich teachers are indicted over the times has considerably built up both uncomfortable feelings and distress to many teachers Zith Zhich the latter suffer public shaming in various forms and conte[ts $nd Zhile this had become e[tensive that even the 'ep(d in many instances promoted the re-education and re-training of public-school teachers through various capacitation and in-service trainings Must to be certain that these attributions Zould no longer lodge in the educative processes 7his manifestation of yet another blaming scenario does not really constitute solutions but somehoZ creates social inMustice Zhere typically the teachers are grilled upon the failure and inadeTuacy of their feZer colleagues Zho may not entirely able to render the best services e[pected from them 1ever the less the action is neither remained unfounded nor solicited for a purported resolution 7his had been haunting teachers for many years but there are no substantial realities shoZing that the claim is true but eventually remained an assumption that once a learner performed lesser the teacher is at fault 1oZ Ze can only travel on that part Zhere Ze vieZ the functionality of the profession of a teacher in order to shed some understanding that could relatively provide clarity on the issue 6ince the beginning the very mandate of a teacher is to teach that is to maNe a person learned the productive aspects of living reTuirements and become essentially a contributive citi]en of the country 7he grand pressure of this all is that a teacher is alZays on the limelight of e[pectations and inside the classroom he remained the authority for Zisdom and moral inductions as he is alZays e[pected to maNe a child a learned and productive individual Zhen he goes out of the school $nd the folly of it all is that the public cannot blame another but the teacher alone all because of the fundamental role of the teachers in the lives of their learners Zho spent considerable time Zith them than in their oZn homesteads 0orally speaNing a teacher must understand that his line of ZorN is uniTuely diverse and different than the other professional careers and Zhile teaching remained the noblest profession it is conceived and seen as a personal mission constituting a form of vocation rather than a moneti]ed profession +ence to be a teacher is eTual to becoming an apostle of learning Zhere the primary obMective is to eliminate ignorance and cultivate the innate Zisdom and sNills there are in the person entrusted to him by the public $nd this hoZ the accountability is becoming greater more so the liabilities attributive to intervening failures *iven all the above predicaments it is essential to note that learning reTuires the full participation of the endoZed and constituted units of the society Zhere formidably the home and the society at large become intrinsically the avenues for learning opportunities and applications maNing these units not e[cuse in the continuing development of the child-learners 7hus they share the same lot of accountability and liability Zith the teacher 2n the premise ³teaching is started in the classroom continued at home and shall be e[perienced in the society´ is a poZerful reminder that not Must the teacher should be held in liability in the event a child is less performing in his chosen life

-o2o7he author is 7eacher ,, at 0acapagal 9illage (6 'ep(d 'ivision of 0abalacat &ity