ES­SEN­TIAL QUAL­I­TIES OF BE­ING A LEADER

Sun.Star Pampanga - - PERSPECTIVE! -

RITCHIE C. LAPUZ Lead­ers pos­sessed pe­cu­liar traits which are ex­em­plary be­cause they should be morally up­right in all as­pects specif­i­cally moral in­tegrity. Their sense of pur­pose de­fined what are their rea­sons in lead­ing a team; their com­pe­ten­cies dic­tated them to achieve com­mon goal and their author­ity ex­er­cised them to in­flu­ence author­ity.

Be­ing a leader means I should know ev­ery­thing first. I should be more fo­cused on my teach­ers’po­ten­tials rather than look­ing for their flaws. I be­lieved that lead­er­ship means you are de­vel­op­ing peo­ple, grow­ing peo­ple, and build­ing good ad­min­is­tra­tion for your peo­ple. As John Maxwell said: Right at­ti­tude leads to learn­ing from oth­ers and be­liev­ing in them means bring­ing the best out of them.

As a leader, it is not enough to call that you are busy all day. Do­ing pa­per works and more. The ques­tion is, what are you busy at? Are you busy think­ing all the prob­lems and ways on how to solve them? Or busy on the task that your teach­ers need to per­form? It is not enough to com­plain why your teach­ers do not act the way you want them to be. As leader, did you serve as a silent wit­ness to your teach­ers’never end­ing sto­ries of pains and hard works? Prob­a­bly they are com­plain­ing of their work­loads, but the ques­tion is, did you see them stop­ping from their work? Be­ing a leader, you should not be the rea­son of be­ing a bur­den to your teach­ers in­stead you are their pri­mary in­spi­ra­tion to sur­vive a long and tir­ing day.

Al­ways re­mem­ber, be­fore you be­came their LEADER, you were once a TEACHER.

--oOo— The au­thor is OIC/ School Head of Dela Paz Libu­tad High School

ROWENA T. MANIPON Un­der­stand­ing and Ap­pre­ci­at­ing Aral­ing Pan­lipunan Cur­ricu­lum, un­der Republic Act 10533 which is the En­hanced Ba­sic Ed­u­ca­tion Act of 2013 states that “The State shall cre­ate a func­tional ba­sic ed­u­ca­tion sys­tem that will de­velop pro­duc­tive and re­spon­si­ble cit­i­zens equipped with the es­sen­tial com­pe­ten­cies, skills and val­ues for both life-long learn­ing and em­ploy­ment”, with this premise, a new con­tent for grade 10 learn­ers has been in­tro­duced for this school year 2017-2018.Con­tem­po­rary is­sues are defin­ing the present land­scape of ed­u­ca­tional ped­a­gogy. They help us un­der­stand the dif­fer­ent cul­tures that peo­ple have all around the world. They also help us know our rights, and what side we should stand for. Fur­ther­more con­tem­po­rary is­sues give us the op­por­tu­nity to take re­spon­si­bil­ity for each other and take ac­tion for a brighter fu­ture where we stand united.

Maybe you are won­der­ing, why is there a need to study con­tem­po­rary is­sues?

Teach­ing about world, na­tional, state and lo­cal events needs to in­volve ac­tive, par­tic­i­pa­tive learn­ing. Learn­ers be­come more in­ter­ested on dif­fer­ent top­ics be­cause th­ese talks about what is hap­pen­ing around them. They can re­late to a par­tic­u­lar is­sue be­cause they too are ex­pe­ri­enc­ing it. They have many ideas to and even have their own views or opin­ion on sen­si­tive is­sues. More than ever, teach­ers rec­og­nize the use­ful­ness and im­por­tance of con­tem­po­rary is­sues and of de­vel­op­ing learn­ers’so­cial aware­ness wherein it is very timely for them to get in­volved with many is­sues whether en­vi­ron­men­tal, po­lit­i­cal, eco­nomic and even so­cial is­sues. Learn­ers will use in­quiry skills to ex­am­ine the is­sues that im­pact the con­tem­po­rary world to bet­ter un­der­stand and as­sess sig­nif­i­cant cur­rent is­sues where they will de­velop pro­fi­ciency in us­ing the skills and tools of in­quiry. Among other ben­e­fits learn­ers can cite, con­tem­po­rary is­sue cover a wide range of top­ics and con­nect to all ar­eas of learn­ing; build crit­i­cal think­ing, oral ex­pres­sion and prob­lem solv­ing; help learner un­der­stand the im­por­tance of peo­ple, events and is­sues in the news, stim­u­late learn­ers to ex­plore and learn more of what’s hap­pen­ing around him, pay at­ten­tion to the is­sues they see and hear out­side of school; open up com­mu­ni­ca­tions be­tween learn­ers and par­ents.

Learn­ers are of­ten ea­ger to em­u­late their par­ents’news read­ing be­hav­iours and talk­ing about an is­sue is one way for par­ents to en­gage learn­ers in adult con­ver­sa­tion. This of­fers ideal op­por­tu­ni­ties for co­op­er­a­tive group in­struc­tion, class­room dis­cus­sions and de­bates.

Our world has grown in­creas­ingly com­plex and in­ter­con­nected and the planet’s di­verse peo­ples are fac­ing com­mon is­sues that will have tremen­dous im­pacts on our fu­ture.

This con­tent be­gins with the premise that it is the job of his­to­ri­ans and ed­u­ca­tors to pro­vide our mil­len­ni­als with the tools to ad­dress con­tem­po­rary is­sues in ma­ture, rea­soned ways us­ing em­pir­i­cal ev­i­dence, crit­i­cal think­ing and ef­fec­tive writ­ten and oral com­mu­ni­ca­tion skills that will for them to face chal­lenges today and in the com­ing years.

--oOo— The au­thor is Head Teacher III (Aral­ing Pan­lipunan De­part­ment) at Dap­dap High School, Di­vi­sion of Tar­lac Prov­ince

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