HOMEROOM GUIDANCE: PROMOTING PERSONAL GROWTH AMIDST PANDEMIC

Christopher Lusung Carreon

With the pandemic lasting for nearly two years now, people remain to be struggling with coping of the effects it has brought upon everyone’s daily lives. From working from home to distance learning, daily lives have shifted to revolve around isolation from the outside world. Adults are conspicuously struggling despite the slow ease of returning to normal lives before the pandemic. Children, on the other hand, are still colossally impacted as schools have yet to open and they have to suffer the struggles of online or modular distance learning. For this very reason, homeroom guidance has been limited during the pandemic as children who are learning from home cannot be closely monitored as compared to when face-to-face classes are conducted. This does not diminish the relevance of homeroom guidance for students as it remains a crucial part of their character development.

The ongoing pandemic has had a significant effect on the teaching and learning process in schools as its impacts on the learners' domains of growth are undisputable. W hile the Department of Education has been responsive through its Basic Education Learning Continuity Plan, it is critical to focus on learners' life skills development so that they can overcome obstacles and adapt to the "new normal" brought on by the current crisis (Llego, 2021). Homeroom guidance is a comprehensive, developmental, and proactive program equipped to provide students with life skills focused on academic development, personal and social development, and career development, which are essential tools for their personal development and growth.

In confusing times like this, it is imperative to focus on the personal growth of students for them to develop a sense of individual awareness that will later contribute to their academic excellence. Through a continuous process of homeroom guidance, a connection between the students and teachers can be well-established for the students to feel at ease despite the difficulties of the set-up. Furthermore, according to UNICEF Southeast Asia, connecting with students on a daily basis gives them a feeling of routine and purpose, as well as assisting them in maintaining their professional identities in the midst of uncertain times. Once schools reopen, these links will help students and teachers re-establish ties, as well as provide teachers a clearer understanding of how much their pupils have learned while they were away from school. Teachers must also be involved in adapting and delivering the curriculum and courses for home/distance learning, as well as in encouraging student and parent adoption of these modalities.

Homeroom organizational plans also contribute to better focus for the students as they adhere to specific guidelines taught as if they are within a classroom during class hours. Moreover, homeroom guidance equips learners with knowledge that extend beyond the formal learning areas and it has been found that learners who go through the aforementioned guidance have been found to have significantly decreased inappropriate behaviors and demonstrated better and positive attitudes toward school as compared to those not involved in the school counseling program. A study by Kentucky Counseling Center has found that despite the comfortability and convenience of being in their own homes, online learning has taken a toll in the mental health of the students and virtual learning causes more fatigue as it is inevitably challenging to learn new information from merely listening and sitting in front of computers. Homeroom counselling gives priority to the mental health of students which lessens the burden for latter as it provides an outlet for their emotions as well.

The lack of interaction and social isolation also creates an indifference between the students and homeroom guidance can resolve this issue as it focuses on improving the behavior and attitude of the students but also paves way for better interaction between them outside of the formal classes. Above everything else, students need emotional stability at a time like this which may be achieved through the emotional guidance of the teacher during homeroom. Providing students with better personal guidance gives them a sense of direction, especially at turbulent times and this in turn gives them the encouragement that they need to face challenges head-on.

With the future being full of uncertainties during the pandemic, addressing the mental health of the students and effects that have been brought upon by abrupt changes, gives them space to grow and hone their personalities despite the lack of exposure to the outside world. Homeroom guidance has always been a crucial part of the educational system but it is needed now more than ever as children struggle to address the opportunities that were taken away from them with the online learning setup. Acknowledging the need to learn beyond what is taught in formal classes creates a sense of individuality for each and every student that would consequently help them as they face the real world once the pandemic ends.

The author

is Teacher

--oOo-

II at NorthVille High School (SHS)