Sun.Star Cagayan de Oro - - Opinion - BE­YOND THE CLASS­ROOM hese past few days, I have been fi­nal­iz­ing the grades of my stu­dents. As part of the process, I have been do­ing var­i­ous grade con­sul­ta­tions with them so that I can pro­mote trans­parency and at the same time ac­count­abil­ity among them.

Grade con­sul­ta­tions might be stress­ful at times since you need to al­lot a good por­tion of your time to ac­com­mo­date stu­dents, who at times can­not help them­selves to ques­tion or com­plain a lit­tle. But I ap­pre­ci­ate these hec­tic and busy mo­ments since these are the times that I get to wit­ness or even mea­sure the lev­els of my stu­dent’s growth, which the yard­sticks of class­room as­sess­ments can­not eval­u­ate.

For one, I see the level of hu­mil­ity of my stu­dents. I have stu­dents who be­fore they even see their grades would tell me how bad their per­for­mances are. But as the one re­ceiv­ing these apolo­gies, I get to ap­pre­ci­ate and un­der­stand that they are not just mak­ing ex­cuses be­cause they have plans to im­prove what they think they lack.

I have also been a wit­ness of stu­dents’ sim­ple joys such as just mak­ing sure that they pass, they in­creased their grade even by a point, or that they have main­tained a line of 8 card grade. It may be sim­ple but I do feel that their hap­pi­ness is sin­cere and even un­tainted. Some may call it medi­ocrity, but for me it tells me how stu­dents have that in­ner power of ac­cep­tance that goes be­yond the ex­pec­ta­tions of the peo­ple around them.

I have also wit­nessed stu­dents who prevent them­selves to be de­fined by the grades they re­ceived. I be­lieve that while grades show us a cer­tain mas­tery of com­pe­tency, there are cer­tain life skills and com­pe­tency that I will never cover in my sub­jects or even schools in gen­eral. Thus, I ad­mire stu­dents who tran­scend from get­ting high grades to those who give their best, learn as much as they could and be­come bet­ter per­sons in the process.

I must say that grow­ing up I have been very com­pet­i­tive and grade con­scious. But I have seen stu­dents, who re­al­ize that there is more to school­ing than grades. Like­wise, while the usual yard­sticks of achieve­ment and suc­cess in­di­ca­tors are gen­er­ally ac­cepted by so­ci­ety, I will al­ways ad­mire and be in­spired by those who can tran­scend from gain­ing the tan­gi­bles and work for the un­mea­sur­ables like val­ues, ideals, and prin­ci­ples.

In a so­ci­ety that fo­cuses on tar­gets and con­crete ev­i­dences, I re­al­ized that there’s more to life that can­not be quan­ti­fied and most of the times, these are the things that mat­ter. Some­times we pro­mote too much the at­tain­ment of the con­crete man­i­fes­ta­tions of the mea­sures or tar­gets we wish to pur­sue that we com­part­men­tal­ize the out­put from the process and that we fail to see what mat­ters more to us. As we pro­mote the at­tain­ment of these tar­gets, we then cre­ate a cul­ture of hate, cheat­ing, and even a care­less dis­re­gard to the well-be­ing of peo­ples.

I re­main hope­ful that more than the achieve­ment, may we ap­pre­ci­ate the ef­fort, the process, the sweat, the sac­ri­fices, the per­sis­tence and even the pas­sion to pur­sue be­cause I to­tally be­lieve that not all good things or valu­able as­pects of life are mea­sur­able.

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