TEACHER/LABOR-MANAGEMENT RELATION

ANNA MARIE C. CALAYAG

There are several theories explaining labor-management relations. This best discussed by the different researchers involved in the business world. One of the theories believed that labor is a commodity. It derived from histories, the ancient centuries that described labor as the lowest economic good to be purchased.

In education, teachers are considered laborers. Indeed, they are the workforce and compensated. The service provided by the teachers to building the nation is not just an economic good to be purchased at its lowest price. Teachers deserve to be recognized as agent of change who always gives their best to provide the quality service in nurturing the youths for the betterment of the school, community and the country where they serve.

Teaching is one of the noble and dynamic professions and it is well known through the years. The service or labor provided by teachers should be given enough recognition more than just a commodity to be paid at its lowest price.

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The author is Teacher II at Pampanga High School

NESTOR F. SOLOMON, JR.

The Department of Education has always upheld the development of the values of learners, as well as the respect for elders.

In fact, the department encourages the development of the longcherished Filipino social value of respect for elders by teaching all their students to show their respect by kissing the hands (Mano) of their elders: parents, teachers, and other during Angelus and other appropriate occasions.

Teachers should develop this trait among their students by seeing to it that before the start and end of the day’s class sessions, students should kiss the hands of their respective teachers as a gesture of greeting and parting respectively.

The lifelong mission of one of the 2017 Metrobank Foundation Outstanding Filipinos, teacher Edgar Elago, is preserving Filipino values and morals through the incorporation of arts and culture in learning.

Teacher Ed thought it prudent to instill cultural awareness among today’s youth in helping them become morally grounded and productive contributors to nation building.

Teacher Ed, who has been in service for 10 years, found that an ordinary person like him can do something to reawaken the youth’s and the community’s interest in and love for local arts and culture, while inspiring other teachers and public servants.

The educator from Magallanes National High School in Agusan del Norte advocates arts and culture in and outside the classroom by developing culture-based and localized instructional materials, which impact greatly on the children’s learning aptitude and fellow teachers’ pedagogy.

According to Teacher Ed, through the action-research that he formulated, he is able to help other teachers address the need for innovative approach in instruction by providing them with relevant trainings and seminars.

In turn, learners understood and retained lessons better, “upgraded their performance,” and enrollment in the performing arts increased.

He said teachers from different parts of the country were taught and trained how to develop culture-based lesson exemplars and modules, localized visual arts, culture-based song composition, folk/ ethnic dances, and dance drama-theater arts.

To facilitate lessons in several subject areas, teachers use instructional materials made with local resources, including textiles and artworks, and make reference to tangible and intangible heritage and cultural icons.

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The author is Teacher III at Pampanga High School