The current semester of the school year 2021 is drawing to a close. Teachers will soon make a decision – pass or fail their students.
To pass, or not to pass… that is the dilemma that confronts teachers when the performance of some students during an entire term is below par and their total grades go south of the passing mark.
What should the teachers do – pass or fail the students?
Is passing students in a subject or course mandatory on the part of the teachers?
It’s a different story if a student fails due to absences. The student failed by default. But what if a student is regularly attending classes?
There are possible repercussions should teachers fail their students. When they fail students they had better be ready to answer possible queries from the students themselves or from their parents. Usually, complaints of students, most especially when they are accompanied by their parents, would also lead to school authorities investigating the teachers concerned. It’s not only a matter of being ready to answer questions but the teachers should also prepare class records and other documents that could prove beyond reasonable doubt that the students did not perform well and deserve to get a failing mark.
There are times that teachers thought that they have exhausted all possible means to help the students perform better but to no avail… that they have tried different strokes for different folks, but none of the strokes they applied worked.
But the painful truth is that there are also teachers who would not walk an extra mile to help students improve on their academic performance.
Now, granting that the teachers have done everything they possibly could to help the students pass but their efforts proved futile, would failing the students be considered justifiable already?
Should teachers be applauded when they take the moral high ground and say that schools are committed to excellence and passing failing students would be tantamount to promoting mediocrity?
Failing students is not a simple decision to make. Whether or not to pass students is a path that teachers have to tread carefully. There are a lot of things to be considered before making the final decision. There are questions that the teachers need to answer very clearly. Questions that would lead to more questions.
Do the grades teachers give truly reflect the abilities of the students? Let’s say that the answer is yes. The next question would be, “Were the tests the teachers made valid? Did the teachers make sure that their tests measured what they intended to measure?
There are more questions – Were the tests the teachers designed congruent with the strategies they used when they presented their lessons? What informed the strategies that they have selected? What foundation of learning and teaching did they stand upon when they delivered their lessons? Did they consider the abilities of their students when they designed the activities in the class? Or is it a matter of whatever decisions they make as teachers are contingent upon their personal comfort?
Yes, the role of the teacher is that complicated. That’s why the decision to pass or not to pass students is actually an examination of the teachers’ conscience. It is answering the ultimate question – “Did I really do my job as a teacher?”
Ask teachers if they are really doing the things expected of them and their response would be an unequivocal yes.
Really?
So here is another question – “Why would students fail if teachers are doing their job well?”
The question above leads us to the next question – “When students fail does it mean they did not learn?”
Students failing means they did not pass the majority (if not all) of the tests (short or long, oral or written) the teachers gave during the entire term. All of those tests are meant to evaluate learning that was supposed to have taken place when the teachers discussed their lessons and did all the activities they designed for the class. So, if the students failed the tests it would mean they did not learn.
Why did the students not learn? What happened? Did the teachers bother to know why? Could there be something wrong with their strategies? Like their strategies probably did not work or something could be wrong with their methods of testing. Yet, they did not bother to adjust and allowed the accumulation of failed tests on the part of the students.
Only the teachers who are pedagogically trained would be able to detect when something is not right with what they are doing. If they are true to their calling as teachers, they would do something about it. They will make the necessary adjustments. If they don’t care then may God bless the students. It’s much worse when those hired to teach are not really trained as teachers. They don’t have the pedagogical skills to understand what is really happening. For them, it’s just a matter of when the students don’t get the scores required they fail. That’s it.
Let’s bring back one of the questions posed earlier – “When students fail does it mean they did not learn?”
If the answer to this is yes it means that the grades of the students reflect not only their performance but that of their teachers as well.
How true is it that “it’s not teaching if there’s no learning.” Can the teachers claim they did their job as teachers even if their students fail?”
When students fail the tests meant to evaluate learning then the activities designed and strategies selected fail to help achieve the objectives. It is the responsibility of the teachers to make sure that their objectives are attainable and the corresponding activities and strategies are effective. It is their responsibility to make sure that their students would succeed. It is as simple as that. A philosophical mind is not needed to grasp that… just common sense would do.
The worst thing that can happen to students is to have teachers whose view of education is myopic – teachers who judge students according to the numbers they crunch during tests and recitations. The students are much more valuable than those numbers.
Education transcends all statistical data that teachers collect during a school term. Yes, there are written rules. There are policies and regulations. But they are not absolute. Education cannot be confined to a box. It is more than black and white. It is as colorful as the rainbow. Teachers should lead their students to the proverbial end of that rainbow where a pot of gold – a good future – awaits them
One morning a few years ago, I witnessed how an English teacher masterfully discussed the intricacies of the English language. It would take a paragraph or two should I explain in detail the things he talked about. To say he is proficient in English is an understatement. His knowledge of phonemes, morphemes, lexemes, syntax, and context is impeccable. He dissected the language so skillfully and the way he did it almost made me envious. I was reduced to being a listener uncertain whether I just wanted to make sure not to miss anything new (something I don’t know yet) from what he was saying or I have nothing more to share because he had everything covered about what he was discussing. I wasn’t really sure what prevented me from saying anything. Maybe I was intimidated by his evident mastery of grammar, semantics, and pragmatics or I just did not like to gatecrash into his moment to showcase his brilliance.
That teacher held court in his impromptu lecture. He had the attention of everybody present. It was difficult to judge the intentions of my colleagues whenever they (unsolicitedly) share their expertise the way he did. Was it to impress upon us (their co-teachers) that they know that much or they simply would (good-naturedly) like to help us learn more about the subject (English) we’re teaching.
Later that day, I changed upon a student who attended my English class in the previous semester. That student was one of the best in my class. Like me, he was heading out of the campus. After the exchange of greetings, I asked “Who’s your English teacher this semester?” The student already started responding before I recalled that I promised never to ask any of my former students that question for the reason that a few of my previous attempts led to the opening of “a can of worms.”
But it already happened – I asked that stupid question again.
The student named the teacher – he was the one I heard deliver an impromptu lecture about the English language earlier that day. After that, the student heaved a sigh and said, “We could hardly understand what he’s teaching.”
I looked at him seriously and all I could say was “Really!?”.
He nodded and said one more thing, “He is also very serious.”
Before he could open wider that “can of worms,” I told my former student to give that teacher more time to adjust since the semester was still a long way to go. Then I quickly redirected our conversation to another topic.
What’s amazing is that the occurrence – of me one day hearing a colleague deliver a brilliant impromptu lecture but later that same day (or within the week) I would meet one of his students (who used to be my student also) claiming that they, in the class, could hardly understand what he is teaching – did not happen only once. If my memory serves me right, that’s the fourth time.
It finally made me reflect. That’s the reason I wrote something about it.
It made me wonder (again) how my former students rated my performance as a teacher. What do they really think (and how do they feel) about me as their teacher? What would they say to a colleague or their fellow students when asked about me?
Students evaluate the performance of their teachers every semester. It’s hard to tell how reliable and valid are the results of such evaluation. Whether or not the results are a reflection of the true professional and personal qualities of the teachers is a matter of debate.
But valid or not, reliable or otherwise, it’s hard to ignore what students say about the performance and behavior of their teachers. Teachers get to read what students write in their evaluations. They could either agree or disagree with the results of their evaluation. But what the teachers would not know is what students say about them in informal discussions. Only the most naïve among teachers don’t know that students talk about their teachers.
In gatherings, teachers do talk (or should I say gossip) about their students – their performance and behavior in the class. Conversely, students do the same. They talk (or gossip) about their teachers. There are only two possibilities – they either praise or curse their teachers.
One of the most unacceptable things that students could say about a teacher is – they do not (or they could hardly understand) what he/she is teaching.
Witnessing firsthand an English teacher discuss with ease the complexities of the English language and hearing a student claim that he and his classmates could hardly understand what that teacher is teaching is quite paradoxical.
So I asked myself this question that night – Which is true… my impressions about that English teacher or that of his students?
What could have gone wrong?
My former student said that their current English teacher is very serious. Is that the problem – good rapport does not exist between him and the students? It is no secret that a teacher’s personality is correlated to students’ academic performance.
I tried to think of other reasons.
Then I recalled my teaching demonstration when I was applying for a job right after my graduation. When the high school principal called me to her office to discuss the results, she told me I did great. But she said there was a problem – I explained things in a way that only students enrolled in a graduate program could understand.
Could that be the reason?
If that teacher carry out discussions in the class in the same way he explained the grammar topic to us in that gathering earlier that day then that exactly is the problem. You cannot discuss a grammar point to students trying to learn the language the way you would to teachers teaching that language. I think that is not rocket science.
There are two things I learned before I officially began my teaching career – to adapt my strategies and materials to students’ levels and simplify my language.
The problem is there are teachers who have a “one-size-fits-all” mentality thinking that educational processes and approaches to teaching and learning are standard and could not be tailored to meet individual needs. They wouldn’t buy into the idea of differentiated learning and teaching.
They will never accept responsibility when their students don’t learn.
Their standards are as immovable and high as Mt. Everest. The students have no other choice but to climb that Mt. Everest.
For them, it’s the fault of the students when they fail.
Search any site on the Internet for the highest paid professions in the world and you will not find “teachers” in the top 30. Expand your search and look for the list of professions in different countries where the practitioners receive the best compensation packages and you will find out that teaching is not among them. You will not find a country where teachers are ranked among the highest money-earners.
Teaching not classified among the highest paying jobs, of course, is not surprising. That has been the case since time immemorial and it is not expected to change anytime soon. However, insufficient remuneration does not deter teachers from performing the role they have embraced. Such is only one of the steps in the extra mile that teachers need to walk when they have accepted that teaching is not merely a profession but a vocation. It is not merely a job to perform but an obligation to carry out.
Acknowledging that teaching is not merely a job but an obligation to carry out is what makes teachers go the extra mile, to do what is more than required in the performance of their tasks, including sacrificing personal resources…sometimes happiness. Teachers know the nature of the responsibility that they agreed to fulfill when they signed up for the job. They know it’s not easy. How in the world would one consider being responsible for the education of other people, especially the young ones, easy? When did it become easy to facilitate the acquisition of knowledge and values and the development of skills of your fellow human beings?
If only pay would be commensurate to how significant is one’s job in the enlightenment of the soul, the preservation and enhancement of the fabric of society, and the socio-economic development of a nation then teachers would get paid handsomely.
But it is what it is. Teaching is not a profitable profession. Realities teachers confront in the academe could really make them say a lot of things in the “present unreal conditional” form. There are times that they couldn’t also help but make a “wish-statement” like “I wish that I were a health care professional.”
Why?
Health care professionals (physicians, surgeons, anesthesiologists, dentists, etc.) consistently round out the top 10 in the lists of highest-paid professionals.
What they (the medical practitioners and their fellow health workers) do, maintenance and restoration of good health is very important. For that, they deserve the pay they get, most especially during this time that the coronavirus pandemic is still raging. But nurturing the human spirit…helping a person achieve holistic development is as equally important, if not more important. What professional endeavor could be more meaningful than helping your fellow men achieve their full potential for them to become responsible human beings and productive members of society?
And not only are the teachers not getting the pay commensurate to the importance of the work they do and the effort they need to exert when doing their job, but they don’t also get the recognition they deserve.
American society, for example, does not generally view teachers in the same way, as they view other professionals; the belief that “anyone can teach” is not found in other professions (i.e., not just anyone can play professional baseball, or be an accountant or engineer, or practice law or medicine.)1
Such is the indifference teachers, as professionals, are getting.
How true is the contention that “anyone can teach?” Those who know what it takes to become a teacher would say it is a fallacy.
Education is not just a matter of whether you can teach or not but also whether or not you can make the students learn. Even if a person is an expert in a field of learning it is not a guarantee that he can teach what he knows. Knowing something is different from knowing how to teach it.
Hiring just anyone to become a teacher would be a huge mistake. Hiring somebody to teach a language just because he or she could speak that language is a huge mistake. It takes a lot to become a teacher. Teachers undergo rigid training for them to hone their pedagogical skills. They read a lot knowing that teaching and learning are both grounded on Philosophy, Psychology, Sociology and other related fields. They know they need to be familiar not only in their field of expertise but with different principles and strategies to effectively deliver learning and teaching. They know that when they are done teaching they still have to evaluate the learning.
The list of the things that teachers need to know and to do is long. At the end of that long list are two characteristics that teachers need to develop if they wish to succeed in the profession – PASSION for their work and COMPASSION for the students.
How then in the world it becomes possible that just “anyone can teach?”
Be that as it may, teaching will forever be a NOBLE PROFESSION! Nothing can diminish its intrinsic value.
One thing is for sure, all successful professionals in the world – business executives, lawyers, architects, engineers, surgeons, physicians, dentists, nurses, brokers, etc. – know that their teachers contributed a thing or two into whatever they have become.
———-
1 Tichenor M.S., Tichenor, J.M. (2005). Understanding teachers’ perspectives on professionalism. ERIC.
Karamihan sa atin ay kilala ang Griyegong pilosopo na si Socrates. Pilosopo na hindi pabalang at baluktot ang pangangatwiran kundi isang pantas sa pagmamatwid.
At tunay ngang hindi baluktot kung mangatwiran at hindi balikong mag-isip si Socrates sa dahilang bago niya paniwalaan ang isang bagay ay bubusisiin muna niya ito’t pag-aaralan. Gaano man ito kasimple o maaaring sa iba ay wala namang kuwenta at hindi na kaylangan pang pagaksayahan ng panahon upang surii’t sisiyasatin.
Ang ganitong pananaw ni Socrates minsan ay nasubok nang isang araw ay may lumapit sa kanya’t sinabing, “May sasabihi ako sa iyo. May nabalitaan ako tungkol sa isa mong kaybigan.”
Tayo ba, ano ang gagawin nati’t sasabihin kung biglang may nagbulong sa atin ng ganyan?
Kadalasan na ang isinasagot natin eh ganito, “Ow talaga! Ano iyon? Sino ba siya? Sige ikuwento mo nga.” Sana mali ako.
Pero, iba si Socrates. Ito ang isinagot niya sa taong nagbulong sa kanya niyon.
“Teka muna. Bago mo sabihin sa akin ang alin mang bagay tungkol sa ibang tao ay hayaan mong gamitin ko muna ang aking tatlong salaan.”
“Salaan? Tatlo?”
“Tama ka… tatlong salaan.” Ang sagot ni Socrates. “Kaylangang salain muna natin ang ano mang bagay na paguusapan natin tungkol sa ibang tao. At tatlo ang salaang ginagamit ko pagdating sa ganyang bagay.”
“Sige. Ano iyong una?”
“Ang una ay ang salaan ng katotohanan. Ang tanong, sigurado ka bang totoo ang sasabihin mong iyan sa akin?”
“Ah. Hindi eh. Kasi nadinig ko lang. May nagsabi din lang sa akin.”
“Oh. Ganoon ba!? Hindi mo pala sigurado kung totoo nga ang gusto mong sabihin sa akin. Siya… sige. Sa pangalawang salaan tayo. Ang salaan ng kabutihan. Iyan bang sasabihin mo sa akin tungkol sa kaybigan ko ay maganda o kaya’y mabuti?”
“Ay hindi. Kasiraan nga niya ang bagay na sasabihin ko.”
“Ibig mo sabihin may sasabihin ka sa akin na kasiraan ng isang tao at hindi mo sigurado kung totoo ito?
Tumango, ngunit tahimik, ang kausap ni Socrates.
Sige… gamitin natin ang pangatlong salaan. Baka naman dito eh pumasa ka. Ito’y ang salaam ng kahalagahan. Gaano ba kahalaga iyang sasabihin mo sa akin? Magagamit ko ba iyan? Makakatulong ba iyan sa akin? Dagdag kaalaman ba iyan na magagamit ko sa ano mang bahagi ng buhay ko?
Hindi na nagsalita ang kausap ni Socrates. Yumuko na lamang ito.
“Malinaw na sa akin. Ang sasabihin mo ay hindi mo sigurado kung totoo at ito’y hindi pa maganda. Wika mo nga kasiraan iyan ng kaybigan ko. At kung totoo man iyan eh ano naman ang halaga niya sa akin? Hindi naman pala makakatulong?. Eh bakit kaylangan mo pang sabihin?”
Tikom ang bibig, umalis na lamang ang kausap ni Socrates…
How many of the incumbent local and national officials in the Philippines (and also in your own country) can come forward and with heads held high say that they did not buy their way to victory?
The painful truth is that elections have turned out to be a business venture. Politicians are like businessmen who if they hope to win must be willing to make an investment. And the investor in the politicians would expect a profit, not just a return on investment.
How much should a politician invest? Do the math.
According to the Commission on Elections, the number of registered voters for 2022 polls hit 63 million.
Last year (2020), the House of Representatives approved House Bill No. 6095 amending provisions of RA No. 7166. The bill provides that those running for President and Vice President can spend up to P50 per voter for their campaign. That used to be P10 per voter. From P3, senators, district representatives, governor, vice governor, board members, mayor, vice-mayor, and councilors are now allowed to spend up to P30 per voter. But those who were not born yesterday know that candidates for national and local elections spend way much beyond what the laws allow.
Beyond what the statutes allow, a candidate has to dig deeper into his pocket if he hopes to win. Vote-buying is no longer a secret making this writer say that election now is nothing but a business venture. It is no longer the best and most qualified candidates getting elected but the ones who have enormous financial resources.
A candidate willing to pay at least P500 for every voter is likely to win. The percentage for winning gets higher if the one seeking an elective position has the capacity of making that amount higher… like P1000 to P2000 for each vote.
Now, do the Math if you wish to know how much a candidate needs to prepare for his election bid. Include the amount needed for campaign advertisement, salaries of campaign leaders per geographical unit (province, town, city, barangay, districts, or zones) depending on which position is being sought, and other miscellaneous expenses. Don’t forget to add the amount a candidate is willing to pay for each voter (multiplied by the number of voters.)
For the millions of pesos those candidates extricate from their coffers what do they wish to get in return?
It’s not difficult to determine what drives people to run for election (and seek re-election). It’s as simple as A, B, or C.
A – a political position is a business venture for which they expect to get returns for their investments and a whole lot of profit (How? Use your imagination!!!).
B – an opportunity to wield power allowing the one who holds it to protect personal and family interests and to advance other personal motives and agendas.
C – love for public service.
The citizens who care are hoping it’s the C. For those who sell their votes, A and B. Why? Come on, don’t tell me you don’t know.
Let me end the way I started – with the following question.
How many of the country’s incumbent local and national officials can come forward and with a head held high say that they did not buy their way to victory?
Allow me to ask one more question.
How many local and national officials whose assets did not exponentially increase at the end of their terms?
And one more…
How many of them ran (and obviously won) and will seek reelection – for the love of public service?
“Pessimism leads to weakness, optimism to power.”
– William James
Some people say that positive thinking is nothing but a delusion. It is… to them. Yes, only to them. To those who think that positive thinking is just a fantasy, it is. What we think things are – they are. Our thinking shapes our truth. It is the brush we use to paint our reality. It doesn’t mean though that what we think about something is correct and is the absolute truth. The reality that our brush called thinking painted doesn’t apply to everyone.
To those who think positive thinking doesn’t work, it won’t. They’d better not try it because their efforts are deemed to fail. It’s unlikely though they would try, given the kind of mindset that they have.
Those who consider positive thinking as crap also think of people who embrace it as not attuned to reality. Reality? Whose version of reality have the positive thinkers failed to tune in to? Have the idealists, realists, pragmatists, and existentialists (insert more “ists” here) already settled their disputes as regards the nature of reality? What I know is that the debates on whether reality is absolute or relative have not ended conclusively yet.
It’s so tempting to ask the question, “Is reality real?” Well, I just did but I will no longer explore that topic. Let me just share how Ran Zilca describes reality. He said, “Reality is not outside of you. It only exists in your mind, and you view it through your own unique lens, filtered by your senses, your memories, your mood, and your thoughts. A different person would look through his or her own perspective, and may describe a vastly different reality, as if the two of you are at not all in the same place and time.”
So, nobody should force on anyone the version of reality informed by his or her personal experiences and created by his or her own brand of thinking.
But is it really necessary to run the gamut from classical to contemporary philosophies to discuss and argue the essence of positive thinking? That is tantamount to analysis paralysis. Positive thinking is not an issue to be resolved but a decision to be made. Accept it if you think it works. If not – reject it.
There is no need to argue the rightness and wrongness of positive thinking because it is not a moral issue? Positive thinking does not involve a difference of belief but it is a matter of preference. There’s no moral dispute.
If for example, I chose to be optimistic, hopeful , and cheerful, I am not disagreeing with the pessimists. I am merely exercising my right to decide which mindset I would bear. My decision to embrace positive thinking would not affect the pessimists. It would not harm them. Would it harm me? How in the world could a mental attitude that expects good results and successful future harm the person having it?
Critics better not say that positive thinking has no academic credibility, that no empirical evidence could be provided to prove that it works. It is not true that the proponents of positive thinking have nothing but anecdotal evidence to prove that it works. The critics simply ignoring the latest findings in the field of brain science and are not seeing how practices related to positive thinking, like meditation and mindfulness, have been gaining wide acceptance. There are lots of studies conducted to establish a scientific foundation for this idea.
In an article I wrote on positive thinking, I cited the works of Marc Guidi and Hans Villanueva as examples of studies that have been helping positive thinking develop academic credibility.
Evidence proving that positive thinking works are difficult to ignore unless the critics are intentionally turning a blind eye. A website called “The Pursuit of Happiness” published an article entitled “Review of Key Studies on Mindfulness and Positive Thinking.” The said article is a list of links to several studies conducted in the areas mentioned in the title (of the said article).
Simply type “studies on positive thinking” in any search engine and you’ll find a lot of articles and studies conducted about it.
Positive thinking is more than the “Law of Attraction” – the basic idea of the controversial 2006 documentary film “The Secret.” The principle “like attracts like” is not the be-all and end-all of positive thinking. The former is only one of the many ideas associated with the latter.
One strategy that advocates of positive thinking suggest is “fake it till you make it.” The critics call it absurd. But what if it works… the way a placebo drug does. Let people try anything that would get them out of a funk. Anyway, the said strategy is only one of the many strategies available for those who want to try positive thinking. If it doesn’t work – abandon it and try other available methods. Anyway, there’s nobody who really knows it works or not. There’s no harm if one tries it. Remember that Alfred Adler, the Austrian medical doctor and psychotherapist who founded the school of Individual Psychology, developed a therapeutic technique that he called “acting as if,” a strategy that gave his clients an opportunity to practice alternatives to dysfunctional behaviors.
The one thing that is difficult for me to comprehend sometimes is why some motivational speakers are discrediting positive thinking. The only reason I could think is probably they are trying to sell another self-improvement method and the only way they could get the attention they need is to say something negative about positive thinking.
The more we really try to dissect the essence of positive thinking using all the isms of intelligent people as lens the fuzzier it becomes. It is but a simple concept.
In Psychology they simply call it dispositional optimism.
Let’s simplify it further in a way that even the modest of minds could understand. Let’s call it hope.
It is as simple as this – Positive thinking is expecting that good things, rather than bad things, will happen… that success is attainable. Positive thinking is always trying until you get (and you become) what you want. It is a refusal to have limiting beliefs. It is deciding to choose only the positives in the different frames of perspectives.
Don’t get me wrong though. Yes, I have asserted (a few paragraphs back) that positive thinking is a simple concept. But making it work is difficult.
Positive thinking has been misconstrued as just that – thinking. It is not. It is not as simple as you close your eyes, take a deep breath, think about the things you want – money, good health, good relationship, peace of mind and what have you – think you have them, as hard as you could then when you open your eyes you’ll have them in front of you served hot in a silver platter. NO! It doesn’t work that way. That is not positive thinking but rather wishful thinking.
Positive thinking is just a springboard. Nothing happens if a person just thinks and doesn’t act. Isn’t that common sense?
In another article I wrote about positive thinking, I posited, “Positive thinking without positive action won’t work.” A plan of action is required – a plan of action that should be executed and vigorously pursued.
Thinking precedes action. People are (supposed to be) rational beings and whatever decisions they make, whatever course of action they take, they should think about it first. And which would be a better launching pad for the decisions we make and corresponding actions we take – a positive frame of mind or a negative one?
Believing that good things are bound to happen and that success is attainable would lead people to know their purpose in life. If people have no limiting beliefs they will be prompted to define clearly their goals and frame a plan of action to attain them. The process will help them develop self-discipline and become self-sufficient, organized, and focused.
Positive thinking is not as simple as it seems. Let me reiterate that for it to work, a corresponding plan of action is required. And that would entail a lot of hard work, dedication, and discipline.
Actually, the believers and critics of positive thinking are both correct. It works and it doesn’t. Confused? Consider this – “Whether you believe you can do a thing or not, you are right.” That’s from Henry Ford. And here’s from Virgil… “Possunt quia posse videntu” (“They can because they think they can.”)
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M.A.D. LIGAYA
M.A.D. L I G A Y A 