Teachers' Initiative for Children's Literacy Development Amid Global Pandemics

Jomar E. Colendres

The Basic Education-Learning Continuity Plan, which was implemented throughout the nation in response to the Covid-19 epidemic, has been in force for one year. There have been many learning styles that have served as conduits for overcoming the various challenges that have arisen in the delivery of basic education. Online schooling, modular learning, television and radio-based teaching, and more alternatives are now accessible. Because of these types of learning delivery, teachers are unable to participate in face-to-face learning situations with their pupils. With these, teachers' physical absence during the learners' exploration and discovery of important things to develop them would be hindered at some point. It is an honor for parents and guardians to be able to influence their children's reading development at home. Those families and children who do not have the same chances to assist them in the development of their reading abilities, on the other hand, should be provided alternatives and other strategic methods of addressing their issues in the direction of reading growth. Specifically, a teacher's initiative in dealing with this common reading scenario should be adopted as soon as possible, otherwise, a child's general academic learning prospects during these difficult times would be affected. A teacher may use a variety of methods to assist in the development of children's reading skills in the middle of this worldwide epidemic. Aside from learning modules, a teacher may offer contextualized reading resources that students can utilize to improve their reading abilities. If these reading materials are meant for lower grade levels, such as kindergarten through grade three students, drawings should be included. Illustrations assist young readers in grasping the meaning of the text. Questions regarding the narrative or passage read should also be included in the reading materials. Learners may then engage with what they've read and ultimately relate to what's called for in the text or circumstances. Another thing a teacher may do is offer students learning audios or films that can help them enhance their learning abilities if the children and their parents have the financial resources to do so. Parents may also be directed to other online learning sites where they can freely access learning resources for their children. Those learners who live in distant locations and do not have access to internet learning platforms, radios, or television may be assisted by giving them flash drives on which to store various learning materials and play them via tiny speakers and monitors. Teachers may start financing for these items by connecting the school's needs with other government organizations, private sectors, and donors. A community visit to assist learners in their quest for knowledge and reading skill development is permissible if a teacher follows public health protocols and has obtained permission from DepEd authorities, including the school principal and the Local Inter-Agency Task Force (LIATF), to do so. A teacher may also create a reading program for students and their parents in the form of a contest to encourage them to improve their children's reading abilities. To promote program participation, reward and incentive system may be used. Recognizing individuals who have made great success in their reading development is another element that may encourage people to participate in reading programs. To have a substantial effect on the development of the learners' reading reading school program should be long-term.