Author Archives: M.A.D. LIGAYA
Salamin
Aking salaming nakasabit sa dingding,
Samo ko ay laging ibulong sa akin,
Na dungis ng iba, bago ko punahin,
Uling sa mukha ko dapat ay linisin.
Turuan mo nga akong maghunos-dili,
Na h’wag perpekto kung tignan ang sarili.
Pagsabihan ako na h’wag magmapuri,
Kasi ako ma’y puwedeng magkamali.
Sabihin mong wala akong karapatan
Na kapwa ko tao ay aking pulaan,
Dahil ako ma’y maraming kakulangan –
Pagkatao ko’y tadtad sa kapintasan.
Sa tuwing kita’y lalapitan sa dingding,
Paalalahanan ako oh salamin
Na sariling buhay ko’y dapat ayusin
At h’wag buhay ng may buhay ang punahin.
Sana’y tulungan mo akong unawain,
Na oras akin lamang sasayangin
Kung kakulangan ng iba’y laging papansinin
At pagkakamali nila ang laging hahanapin.
Pilitin mo namang ituro sa akin
Na galit sa puso’y hindi ko kimkimin,
Na inggit sa limot lagi kong ilibing,
Na kapwa-tao’y lagi kong unawain.
Oh salamin ako’y paalalahanan
Na dapat saliksiki’y tamang katwiran
Na kung tamang landas… aking dadaanan
Panginoong Diyos ako’y gagabayan.
ONLINE TEACHING IS STILL TEACHING
Teachers like me should understand this – online teaching is still teaching. It’s not a magic trick that we are using to keep the students entertained while we are waiting for the COVID-19 crisis to dissipate. It should not be treated as a band-aid solution to the problem of not being able to meet the students face-to-face in the campus.
Online or otherwise, when you are a teacher, you should teach. You ought to find a way to achieve the objectives of the course/s you are teaching, cover the topics enumerated in the syllabus, motivate your students, discuss the lessons, give assignments, and evaluate learning. This is the time to use your creativity and resourcefulness.
Be reminded of the three major activities teachers do – planning, instruction, and assessment. Pedagogy – the art, science, or profession of teaching – remains the same, with or without COVID-19. The virus is not an excuse for you not to perform to the fullest your duties and responsibilities as a teacher.
The most important part of the planning process is the setting of learning objectives. Whatever you do as a teacher, online or otherwise, should be grounded on the objectives of the course. There are course objectives and there are unit objectives (or goals). You should know this if you are really trained to be a teacher (and was not just plucked from certain geographical locations of the world to pose or as a teacher). Supposedly, you should also know that for every topic you present to your students you also have objectives (or goals), right?
It is only when you are well-grounded on the objectives (course-unit-topic) that you should begin teaching – online or otherwise. You’d better not teach if not because you will become the embodiment of “the blind leading the blind.”
So, online or otherwise, you should be guided by the objectives of the course and of the specific units listed in the syllabus. There are times that even the objectives (goals) for each topic under specific units are provided by the school where you are teaching. If not, then it is your duty as a teacher to create them. Don’t whine, it’s part of your job. You signed up for it. And come on, creating learning objectives (goals) is not a rocket science.
After setting the learning objectives (and planned other teaching-learning activities), what should you do? I know that you know (hopefully) what comes next after the planning – instruction. Simply putting it – after the setting of objectives – you TEACH.
In case you have forgotten let me remind you of the definition of instruction – “the purposeful direction of the learning process.” The main aim of instruction, online or otherwise, is learning. Don’t forget that. So, whether your meet your students “face-to-face” or through any of the different platforms online, you have to teach them purposefully. We have different views. Rest assured that I respect yours. But for me, just uploading videos is not (online) teaching, no matter how sophisticated are the videos you create. Videos cannot carry out the multi-faceted role of the teacher. Videos, at best, are just supplementary learning materials.
After setting the objectives, you teach. After that, what comes next?
Answer – assessment. Call it testing to make it simple.
After teaching, online or otherwise, you need to determine whether or not your students learned through quizzes, exercise, assignments, tests, and other methods of assessment. But don’t forget that like instruction, assessment should also be purposeful. You don’t dump in the laps of your students all those academic works for the purpose of making them busy and simply to comply with course requirements. Education doesn’t work that way. You will use their scores in whatever you require them to do or submit to measure the extent of their learning, to evaluate how efficient are your teaching methods and strategies, and to determine if the course/unit/topic objectives are met.
There are two more important reminders for those who are teaching online. Firstly, don’t forget that you are not supposed to give your students assignments and tests on topics you did not discuss and thoroughly explained. And secondly, make sure to mark/grade each of your students’ tests and assignments. All marked/graded course requirements should be returned to the students. They need to be given feedback on their performance.
So, online or otherwise, when you are a teacher, be a teacher. Set your objectives, teach, and assess. Even if you’re holding the class online, you still need to motivate your students and elicit their participation. Do all those things purposefully.
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The biggest challenge I faced in online teaching is the marking/grading of assignments, projects, quizzes, and tests.
ON SUCCESS
The usual questions asked whenever the topic success is discussed are – “How do you view success?” and “How do you measure it?”. Let me add another one – “Do you consider yourself successful?”
Would you like to answer the questions above? Before you do, let’s revisit first the definition of the word. Let’s check how online dictionaries define success. Allow me also to share what I think about success.
Cambridge’s definition of the word is something broad – “The achieving of the results wanted or hoped for.” Colin’s goes – “The achievement of something that you have been trying to do.” Oxford is more specific with its definition – “The attainment of fame, wealth or social status.” Merriam-Webster’s is almost the same as Oxford’s – “The attainment of wealth, favor or eminence.”.
Our favorite research assistant – “Dr. Google” – says that success is “the accomplishment of an aim or purpose” and “the attainment of popularity and profit.”
Let’s also check the synonyms: prosperity, affluence , wealth, riches, opulence, and triumph.
I hope that the foregoing definitions and synonyms are sufficient to help you come out with meaningful and definitive answers to the questions I asked at the beginning of this article. And by the way, do the ideas conveyed by those definitions and synonyms jibe with what you think success is?
The definitions and synonyms above actually show the way people in our society quantify success. They tell us about the measuring sticks being used by most people, including you probably, to determine whether or not a person is successful. Everything boil down to one or a combination of the following: wealth, fame and power.
So, when asked who are the most successful people in the world, people never fail to mention the names of the world’s richest men – Jess Bezos, Warren Buffet, Bill Gates, Mark Zuckerberg, and the others who are listed in Forbes’ top 10 world’s billionaires . The next ones in our lists are the showbiz, sports, media, and political personalities. We also remember the names of quite a few people – some of them could be our own friends – who excel in their respective fields of endeavors when we discuss about successful people.
Now, let me ask some questions.
Are those people we consider successful happy also? Have the money, fame, power, and accomplishment they possess brought them happiness? These questions will certainly draw mixed response. We will never know the the exact answers. Whether the rich, famous, and powerful are happy or not, only them or their relatives, close friends, and confidants, know. People outside of their inner circle could only make speculations and assumptions.
People assume and speculate that rich people live under the constant pressure of wanting to amass more wealth – famous people to ensure that their stars keep shining – politicians to perpetuate themselves to power – so much so that they forget to live their lives to the fullest. Thus, they are perceived to be unhappy.
At least, they have the money.
“But can their money buy them happiness?” This question has been asked so many times that it might already be considered meaningless. But in the light of the present discussion it should be asked, not for the purpose of having it answered, but as a point to ponder on.
We presume that with all the luxuries the money of the wealthy, famous and powerful could afford, it’s almost impossible that they are not happy. Unless it is true that of the needs which Maslow’s identified in the hierarchy of needs, only the basic ones (physiological and safety) could be covered by money. The psychological needs (esteem needs, belongingness and love needs) and self-fulfillment needs are definitely not available in the shelves of even the most expensive stores.
Here is the next question I would like to ask – “Are they healthy?”
They are already rich, famous, and powerful. They are truly blessed if they are also in good shape. Of course they are – financially. What about physically, emotionally, and mentally? In their quest for riches, fame and power, did they not sacrifice their health, values, and relationships? While they sit on their thrones clutching their coffers, do they feel peace flowing within them? Again, they are the only ones, and the people around them, who could give a definite answer. They are the only ones and those they surround themselves with who know whether or not they are suffering from any debilitating disease, mental anguish, and emotional stress. Let’s hope they are not. Let’s hope that the news we hear once in a while (or is it only gossip?) that they turn to alcohol and drugs to fill the emptiness in their lives.
I brought out the questions on happiness and health in the discussion of success because I believe that there is a need to strike a balance between the ephemeral and the ethereal when defining the concept. The prevailing view of success is materialistic. We attach tangible proofs to it – money, big house, new car, degree, job title, a certain body type, etc. I am not saying that such act (of attaching those tangible proofs to success) is wrong. I just consider it as not encompassing.
Why?
What about simple people who did not attend school, don’t have cars, and live in simple houses in far-flung farming and fishing villages happily living a simple life and diligently performing their role in society? Can’t they not be considered successful in their own right?
When you don’t have a mansion – a car – fancy clothes – expensive jewelry – a university degree – huge amount of money in the bank, when you’re not famous and not powerful, when you’re just an ordinary decent individual honestly earning a living and contended with what you have and what you’re capable of achieving and you’re happy and healthy, would people not consider you successful?
If a person’s goal is simply to be happy and healthy and he/she achieves it, isn’t that success?
Correlating happiness and health to success is a kind of paradigm shift that will make capitalists unhappy. It is the materialistic view of success that keeps most of their present business ventures alive. It is this way of viewing of success that makes people buy cars, jewelry, expensive, and clothes and build more than one house (call it mansion) when having one is more than enough.
Well, we define success in different ways. Success is subjective and I think that nobody could claim that their way of looking at it is the right one.
The most valuable lesson I learned about success is this – define it for yourself. Don’t allow other people to define success for you. Don’t subscribe to the standards they set. You know your capabilities and limitations more than anyone else, factor them when setting your success parameters. But be not satisfied with your current skill set. You have to improve and as you see yourself becoming better set the bars of your success higher. And most importantly, don’t forget that as you march towards the achievement of your simplest goals and the realization of your grandest ambitions, you should not sacrifice your happiness and health.
Now it’s time for you to answer the questions – How do you view success? How do you measure it? Do you consider yourself successful?
TEACHING DURING THE PANDEMIC: A PERSONAL EXPERIENCE
(A Personal Essay)
The COVID-19 pandemic is continuously rearranging socio-political and economic structures forcing us to tinker with our existing programs and practices. In order to adapt to the present realities which the virus forced down upon our throats, we are left with no choice but to either modify or completely reconfigure time-tested paradigms that have guided human affairs and activities in the past. Consequently, we are now witnessing a lot of changes in the different spheres of human life – social, political, economic, and what have you. More changes are forthcoming. These changes are inevitable and they are happening rapidly in the national, institutional, and personal levels.
Governments are restructuring in a hurry making all the necessary legislations in response to the ongoing pandemic. Both public and private organizations, from the biggest ones to the smallest, are rewriting their policies and guidelines. They are either amending existing protocols or creating new ones.
All of these changes have to be done because the socio-political and economic wheels have to continue turning. There are basic services and needs that ought to be delivered notwithstanding the COVID-19 situation. Education is among them.
Schools need to find a way to carry out their sacred oath – educate people, particularly the youth.
But we understand that students, academic and non-academic personnel, and school officials should not be rushed back to the campuses and unnecessarily expose them to possible infections. It is almost impossible to implement “social distancing” protocols in campuses where there are hundreds to thousands of students.
Schools in some countries (like South Korea) who are succeeding in flattening their COVID-19 curves have decided to resume academic operations. How are they doing it?
They are doing it online. There’s no other way.
The only platform which schools could use to deliver education to their studentry without putting them unnecessarily at risk is online. Online education is not a new platform. It has been existing for years now. The difference is that it used to be just an alternative done mostly on “one teacher-one student basis.” Now, it’s whole classes, with varying sizes, whose members one teacher should be teaching online all at the same time. It’s a mass online education.
This is the way that the university where I am currently teaching here in South Korea is doing it. The spring semester started on the 3rd week of March (online) and we were supposed to meet our students face-to-face starting the 1st week of April. But that was postponed to after two more weeks after the South Korean government pleaded to extend further the “social distancing” period. Eventually, our university officials deemed it necessary to postpone indefinitely the return of the students to the campus.
When I heard that we’ll be teaching online, I thought immediately that I will be playing a different ballgame the rules of which I am not quite familiar with. I am entering unchartered territory. I have never done a single minute of online teaching in the past. Of course I am using technology in the classroom and I am fond of trying whatever application is available to make my teaching better and appealing to my students who are all digital natives. I also use applications that make my work as a teacher easier. But I never had the opportunity to teach online in the past. Finally, the time has come for me to experience it.
Then came the training day organized to prepare us to play what I called a new ballgame – “online teaching.”
For the first two weeks of the spring semester, we were instructed to prepare videos of our lectures and give our students assignments. We were told to upload the videos and assign the homework using the E-Class provisions of the university’s portal. I asked myself, “Is that it?” That’s how we would be engaging with our students and guide them in the process of learning? Create (and upload) the videos then mark/check assignments. Is that online teaching?
That sounded easy – just create a weekly learning video and give one homework and your work is done. Then you can laugh your way to the ATM during payday, to collect your HARD EARNED dough.
I am not saying that it’s easy to create video presentations. It entails hard work, specially to people like me who had no training in creating videos. But to think that the video we will be uploading to E-Class will replace all the functions we as teachers need to perform in the class is quite disconcerting. I am not saying too that marking/checking the assignments of the students would be easy. It’s just that I am not comfortable giving an assignment based on a particular topic that I did not actually discuss. It’s like evaluating without teaching. As far as I know. That’s not how education works.
At that time, I consoled myself with the thought that that arrangement would only be for two weeks. So, I thought of just exerting extra effort to make up for what I may not be able to discuss to them during the first two weeks.
Until I saw very clear writings on the wall that it may take more than two more weeks before the university would allow classes to be held in the classrooms. True enough, (as I previously mentioned) we were told that we have to carry out online teaching to at least two more weeks until eventually, the university advised us that on-campus classes are postponed indefinitely.
The very first day of (online) classes, I received a call from one of my students. The student asked – “Are we not going to have an online class through Cisco Webex?” It appeared to me that their Korean professors are meeting them online. Otherwise, that student wouldn’t be asking that question.
Aside from the E-Class, the university provides us with another platform to perform our duties as teachers and deliver learning to our students online. That is Cisco Webex, a platform for video conferencing and online meetings. The E-Class have been there long before the COVID-19 crisis happened although it was optional on our (the teachers) part to use it. In the past, I used it rarely to upload course materials and give my students reminders related to our course. Yes, rarely did I use it. The reason being – students check on the E-Class less than rarely. Now, the current situation will force them to do it regularly.
To ensure that my students get the necessary course materials and information, I had an alternative. I created a Kakao chatroom for each of my classes to serve as a conduit between me and them. They would less likely miss anything passed to them through Kakao. The Kakao chatroom for each of my classes is exclusively for members of the class and strictly for the course materials and information I need to pass to them. They could message me in the chatroom only for questions related to our course. I don’t allow them to use it for online socialization.
Now, let me go back to the present concern. As I already explained, the minimum requirement for us is to create weekly learning videos (and the corresponding assignments) based on the contents of the prescribed textbook. We need to cover the contents of a whole unit for the weekly videos we’re creating. Teachers are required to have these videos and assignments uploaded to the E-Class. Meeting our students through Cisco Webex is not mandatory. The university left it to the discretion of expat teachers, like me, whether or not to use it.
Let me go back to that call from my student. Before our conversation ended, I made up my mind. I told the student that starting the 2nd week (and if ever we won’t be allowed to meet in the classroom for a long time), we will regularly meet online.
I figured posting weekly videos and giving them assignments through E-Class is insufficient. I wasn’t comfortable with that arrangement. Thus, even if it is not mandatory, I felt obligated to meet my students online through Cisco Webex.
That night I started watching YouTube videos on how to conduct online classes/meetings using Cisco Webex. I was lucky too to have a friend and colleague who was more than willing to teach me everything he knows about the platform. Like me, he considered just posting videos and giving meaningless assignments a disservice to our students (and I think other expat teachers have realized this also and may have been using the Cisco Webex too). So, he taught me how to use it that night. A couple of hours with him was all I needed.
With the help of my friend-colleague, I invited my students to the Cisco Webex meetings I set. I didn’t wait for the 2nd week of the semester. The day after I made the promise, I started holding classes online.
I did not hide from my students the fact that that was my first time, not only to use the Cisco Webex platform, but to teach online as well. It was exciting but challenging. What carried me through the difficulties and jitters of doing an online class for the first time were my being a natural speaker and the fact that I presented the same things I have been discussing during first days of classes for many years now. So, notwithstanding the minor technical glitches, which I found ways of resolving, my very first online class was fun. There was an element of excitement because I was experiencing something new. Somehow, the monotony of doing the same things in the classroom during regular classes on campus for so many years was suddenly broken.
I requested another session with that same friend and colleague who helped me the previous night and described to him the problems I encountered in my first two online classes. He explained to me what I needed to know and gave me some more tips about using Cisco Webex making me more confident and better-equipped in the next online classes I held.
That brought me back on track. The decision to conduct online classes through Cisco Webex erased the worry that I would be shortchanging my students had I chosen to just create videos of my lectures and upload them to E-Class and do nothing else.
Most of our credit courses are conversational English classes whose primary objective is to develop the speaking skills of our students. Yes, of the four macro language skills, the focal point is speaking. How do we hope to achieve that objective if we would only be providing the students with weekly videos that we assume (with our fingers crossed) that they would watch from beginning to end and try to learn from them? How would the teachers help the students develop that confidence to speak when there’s nobody with them when watching those videos? There would be no interaction at all between students and teachers and between students themselves. With online classes, minimal it may be, there is interaction. I discovered that. I could ask questions and call on specific students to answer. I could make them talk. The speaking activities provided in the book could be carried out. Students who want to earn participation points could actively participate. And with me explaining to them how important is their participation in getting the highest grade they want, I was able to make my online classes a two-way communication channel, and not me delivering a monologue just parroting the contents of the textbook from beginning up to the end of the online class.
Yes, teachers could create the best video presentations but what’s the guarantee that the students would intently watch them from beginning to end and perform the corresponding activities they are being directed to perform. They could play the video in the confines of their bedrooms, leave that room after starting the video to do something else somewhere, then comeback when time expires so the E-Class would give them credit for attendance for watching the video. They could also opt to sleep or watch TV while waiting for the video to finish. The E-Class system is not programmed to detect whether or not the students are in front of the laptop (or any other devices) they are using in the entire duration that the video is being played.
There’s one big challenge teachers face with online teaching – the marking/grading of assignments, quizzes, and tests. How could it be done in a timely and efficient manner?
Actually, the E-Class has functions to cater to the submission of assignments and other graded course requirements and the corresponding marking/grading of the same. I tried to check one of the assignments of my students during the first week of (online) classes. Going through the many steps to open, mark/check, and grade each assignment took very long. With me handling more than 140 students and if each of them, in a particular week, will have an assignment or two, checking them would be time-consuming. It would be better and easier if the students write their assignments using MS Word. The MA Word has the “Insert-Comment” function which can be used conveniently for marking/checking the assignments and other requirements.
So, I asked my students to use MS WORD only when answering their assignments – no HWP, no PDF.
After that, I asked the students to send their assignments to me through email instead of directly answering them in the assignment section of the E-Class. That proved to be a nightmare too. During the first week, my G-mail account was flooded with emails from students and I found it very difficult to organize the assignments of my students and sort them per class.
Then I recalled that my friend-colleague (yes, the same one who helped me learn to use Cisco Webex) sent to me some documents before through Google Drive. I called him and asked if it is possible to share with a person a Google Drive folder/subfolder and both of us (only) could access that folder/subfolder. The answer was yes… and my problem was solved.
I created a Google Drive folder for each of the classes assigned to me this (spring) semester then created individual subfolders for each member of the class. It was tedious but it is the best way I could organize the assignments (and other requirements) of my students. I had to require them to create Gmail accounts so creating (and accessing) the Google Drive folder would be easier. As a result, starting the second week of the semester, they were not sending their assignments to my email anymore. The flood of e-mails in my G-mail account subsided. All they need to do is to open their Google Drive folder and drag and drop to the subfolder we are sharing whatever I require them to submit.
If they want to know their scores and whatever feedback I had for them regarding their assignments, all they need to do is to open the subfolder (we are sharing) in their Google Drive folder. I realized then that I just created an electronic student portfolio.
In my (face-to-face) classes, I require students to maintain a portfolio. I asked them to submit to me a folder (South Korean students call it “file”), with their name, student number, and class code. In those folders, they keep the results of their quizzes, exercises, tests, and other graded activities. I keep in my office those folders and bring them to class when we meet so they could monitor their own performance. It enables them to track their own progress in the course. They can literally determine weekly how many of the 100 grade points they need for the course they already have because at the beginning of each semester I would give my students a grade checklist/guide and transmutation tables and teach them how to compute their own grades. So, I make sure that I mark/check whatever I require them to submit before our next meeting. If I also need to communicate something (related to our course) to specific students, I would insert notes in their individual folders.
With the Google Drive folder/subfolder, my portfolio system just turned digital.
Another reason I consider just posting videos of weekly lecture materials insufficient is this – the way our grading system is designed would require much more than just posting learning videos and giving assignments. Assessment is an integral part of the teaching-learning process. Aside from assignments, which is actually only one of the graded activities that teachers could give for the students to generate their participation points (which is 20% of their final score), there are other forms of assessment that must be done – quizzes (10% of their final score), midterm and final written tests (10%), midterm and final listening tests (10%), and midterm and final speaking tests (20%). That’s a total of 70% of the students’ final score. How would teachers who just uploaded videos of their lectures, and did not teach them, evaluate whether or not course objectives are met and then assess learning through those aforementioned quizzes and the long tests? Will they try to measure the effectiveness of their teaching by creating test items based on the assumption that their students watched their lecture and were responsible enough to understand? Would the results of the quizzes and tests be valid and reliable?
I, and those who have training in pedagogy, those who were really trained and groomed to become teachers and was not just plucked from certain geographical locations in the world to pose as teachers, know the answer to the questions raised in the two preceding paragraphs.
So, after hurdling the first two major obstacles – learning to hold online classes through Cisco Webex platform and marking/grading assignments and other requirements properly – I next tried to figure out how to give those quizzes and tests. Of course, online also. But the challenge is how to make the results of such quizzes and tests valid and reliable given the fact that it would be very easy for the students to open their notes while taking quizzes and tests because I am not there beside them to watch what they are doing.
Easy (but hard) – create test items that require comprehension and analysis. Avoid creating questions or test items whose answers they could easily give by simply glancing at their review guides. The quizzes and tests should prompt the students to apply what they learned and not simply write down in their answer sheets things they have memorized.
I initially thought of giving the quizzes and tests through the Survey Monkey, the online survey tool that I am using whenever I conduct online surveys for my research works. The tool (Survey Monkey) would do the checking and all I need to do is generate a summary report for the scores – the same things I did when I want to get the summary results of the surveys I conducted in the past. But during the 2nd week of classes I had an epiphany that I could actually give quizzes and tests through Cisco Webex but had to require them to immediately drag and drop their answer sheets to their Google Drive folder/subfolder to maintain the integrity of the testing. It’s a process simpler and more practical than what I thought doing through Survey Monkey.
I tried it. I gave my first quiz through Cisco Webex. Through the “shared screen” of the application’s environment, I opened the PowerPoint file that contains the items for my first quiz. I jokingly told myself then that it was something historical – it was my first quiz in the COVID-19 era. I gave them 10 minutes to finish the 10-item vocabulary quiz. That’s the same amount of time we give our students for their quizzes during regular classes. That’s a very long time for my “advance” students but just enough for the “not-so-advance” among them. For the dragging and dropping of the answer sheet to their Google Drive folder, I gave them an additional 3 minutes, although I know that the process of dragging and dropping files to a Google Drive folder could be done in a minute or less. It was a trial of sort, so I was a little bit generous with the time allotment. And yes… it was a success.
Then later on I discovered that things will be easier for me and lesser would be the possibility of cheating on the part of the students if I create my quizzes, tests and exercises using the Google Forms and the add on formLimiter. It saved me a lot of time in the checking/marking. What I consider as the drawback of using the Google Forms is that the students wouldn’t be able to see an actual test (quiz or exercise) paper. They wouldn’t be able to see again the actual questions/items together with their answers (and the corrections to the wrong answers they gave) the way they would be able to should I use the method I previously explained.
With all these experiences, I came to realize that online teaching is still teaching. It’s not some kind of a play that we are using to keep the students entertained while we are waiting for the COVID-19 crisis to dissipate. It should not be treated as a band-aid solution to the problem of not being able to meet the students face-to-face in the campus. We have no way of knowing how soon the pandemic would end. What if the current situation drags on not only for months but years?
It’s obvious that schools will now rely heavily on technology to carry out their sacred oath to educate. Schools need to adapt. They have no choice.
Governments who, in the past, were wise to have invested in improving the information technology capability, including Internet connectivity, of their country’s educational system, will have no problem meeting the demands of “mass online education.” Private schools owners who slowly built up the information technology infrastructure of their schools have just realized how wise was that decision.
If the schools need to adapt, the teachers could do no less. They have to learn to play the new ballgame called “online teaching.” The question is this: “How prepared are teachers to this sudden transition to online learning?”
The truth is, with or without COVID-19, the ability to use technology in the classroom – to apply all available technology resources to education – is something that teachers should have trained themselves to do long time ago. The use of technology has become an integral part of being a 21st century teacher. There’s no way out of it. Schools should have made it a basic requirement for teachers they hire. The ability to create, evaluate, and effectively utilize information, media, and technology are required 21st century skills. Teacher are expected to possess it.
The COVID-19 pandemic forced educational institutions to teach online – to rely heavily on information, media, and technology. What will now happen to teachers who are not adequately equipped for online teaching – who did not bother to acquire the necessary skills and know-how related to it when they had the chance?
MANALANGIN
Buksan ang bintana’t, kurtina’y hawiin
Pagsikat ng araw iyong salubungin
Kapag dumampi na ang sariwang hangin
Pumikit ka na’t umusal ng panalangin.
Ibulong sa hangin ang iyong hiling
At manalig sanang ikaw ay didinggin.
Pasasalamat sa Kanya’y iparating
Pagpapatawad Niya’y iyong hilingin.
Ibulalas sa hangin, iyong hinaing
Ipanalanging ito’y Kanyang lusawin.
Dusa’t kabiguan mo’y ibuga sa hangin
Sa iyong isipa’y burahi’t limutin.
Taimtim sanang manalangin sa Kanya
Kung ika’y naligaw, manumbalik ka na
Muli mong balikan ang tahanan Niya
Kung ikaw ay kakatok, pagbubuksan ka.
Matuto ka sanang tumawag sa Kanya
Nang ika’y puspusin ng saya’t pag-asa
Sa Kanya’y sumandal, manampalataya
Bubukal sa balon mo’y maraming biyaya.
We Should Adapt… Or Perish
The COVID-19 crisis is here. It’s evolving. There’s no escaping it. All we could do is to hope and pray (of course if you, like I do, believe in God) that this pandemic ends in the soonest possible time.
The world is being held hostage by the COVID-19. This deadly pathogen spares no one. Everybody in the world is affected, either directly or indirectly. Anybody could get infected – rich or poor, famous or unknown, young or old – at any given time.
Almost all social and economic activities are also paralyzed. Many countries in the world are in a lockdown. People are being asked (or are forced) to stay at home. Most of them could not go to work and socialize with friends.
Were we ready when this happened? The answer is obvious – NO. We have to admit that we were caught with our pants down. Governments are clueless as to how effectively they could deal with the pestilence. Even the progressive and powerful countries with the most advance technologies are seemingly helpless. Nobody has a plan in place to respond to this crisis. Not that nobody saw it coming. Bill Gates did. In a Ted talk in 2015 he warned that “the greatest risk of global catastrophe is not a nuclear war but an influenza epidemic.” Did the world leaders listen? You know the answer.
There were other warnings that were given about the possibility of another pandemic occurring. Vaclav Smil, a Canadian scientis, published in 2008 a book (“Global Catastrophes and Trends) to warn us about the likelikhood of another influenza pandemic in the next 50 years. about it.
There were other books written warning about flu pandemics – “Flu Hunter: Unlocking the Secrets of a Virus” (Robert G. Webster) and “Deadliest Enemy” Our War Against Killer Germs” (Michael Osterholm). Apparently, nobody paid attention.
But we should no longer be playing the “blame game.” Set aside also for the meantime those conspiracy theories as to where the virus really originated, whether it is manufactured in the lab or is it natural, and what have you. What we need are solutions to the many problems we are facing as a result of the pandemic. As we wait for our scientists and medical experts who are racing against time to find a cure and to develop a vaccine, we have to move on. The last time I checked, the world has not stop spinning. It’s now springtime (here in South Korea as I write this). Summer will follow, then fall, and I am sure winter comes next. We have to continue living.
Notwithstanding COVID-19, life goes on. And as Robert Frost said, “the way out is always through.” We have to embrace the new reality painted by the deadly virus. We need to contend with all the changes that emerged because of the pandemic. We have no choice but to ADAPT. If we won’t, we perish.
Yes, adaption is the name of the game. This brings us back to what Charles Darwin once said, “Species with useful adaptations to the environment are more likely to survive.”
Humans have always been the apex predator. Then came COVID-19. These microbes predate on us and suddenly we are made to play an unfamiliar role – that of the prey. Much to our chagrin – we have become the game of these microscopic parasites. We are being hunted. These little monsters are targeting our lungs. And it’s not like a lion coming out of the bush that at least we have a window of opportunity to either stand our ground and fight or run for our safety. It’s like a traitorous bullet from a sniper hidden somewhere and you’ll just know you got hit when you start bleeding and could be seconds away from death.
But our scientists and medical experts have been learning a lot about the novel coronavirus. Humans are making a stand. We ought to fight and not just fall one after the other like helpless dominoes. The tables will certainly be turned, we just don’t know when and how soon. For the meantime, we are given a very important tool that would enable us, not to fight, not just yet anyway, but to avoid or move around our invisible predators – information. It’s all we have at this point. As of yet, there is no cure, there is no vaccine. Information – knowledge about these deadly microscopic parasites – is all we’ve got
The information gathered so far about the COVID-19, are key in the battle against the virus. All the data gathered are currently being synthesized by experts to come out with a treatment and to develop the vaccine. Leaders of different countries responded to these accumulated knowledge by formulating and implementing guidelines and policies. These guidelines and policies, in turn, resulted to the necessary changes in the way we now conduct our social and economic activities. All we need to do, for our own sake, is to adapt to all these changes.
This is the writing on the wall that everybody ought to have paid attention to – “Adapt… or perish.”
There are three cardinal rules that we ought to be following as religiously as we could – wash your hands frequently, wear mask when venturing out of our homes, and strictly observe social distancing. These guidelines were created by authorities in the field of epidemiology – people who know what they are saying. These very basic rules are not just opinions, they are assertions backed by research and science.
Are these rules difficult to follow? Most of us would probably say no. But there are some people who value so much their freedom to do as they please. There are some countries whose COVID-19 problems have gone awry where the citizens, and to some degree their governments as well, have initially considered following these basic rules as useless. The question they need to grapple with now and in the future is how have their refusal to wear mask and observe social distancing in the early stages of the spread of the virus in their respective countries/places contributed to the spike of COVID-19 infections and deaths a week or so later? Is it a case of people not adapting and therefore they perished? Is it a case of the government failing to adapt and therefore their citizens perished?
We know that countries need to resume with their economic activities or risk recession. But it is not a choice between asking people to stay home and wreck the economy or allowing them to go out to save the economy but giving the virus an opportunity to kill more people. It is a matter of learning to adapt to a social and economic environment where the threat of COVID-19 is present.
This is where the intelligence and creativity of human beings could come to the fore. How can we continue doing what we are supposed to be doing on a daily basis despite COVID-19 hanging like Damocles sword over our heads.
There are ways to do it. Some companies, for example, are already implementing “work-at home” schemes. There are schools in some parts of the world that have reopened opting to teach their students online. Leaders of different religions carry out their worship services online also. Nowadays, people order their foods and basic necessities online too. These are all in keeping with the policy of “social distancing” for indeed, it is so risky to gather people together.
There are times when the pursuit of our liberties bring us to perdition. Sometimes people are just too proud to surrender their basic freedom even if doing so means preserving the most significant of all human rights – the right to live.
We have to learn to adapt to the way the COVID-19 reconfigured the established systems we got accustomed to. We need to embrace all the changes resulting from the onslaught of the pandemic. Both individuals and organizations need to find innovative ways to deal with transformations created by the virus.
When the COVID-19 smoke dissipates, the men and women who would remain standing are the fittest and those who learned to adapt.
Isang Pagninilay
Sa bundok ng Golgota’y umakyat
Pinasan ang krus hirap na hirap
Ikatlo ng hapon nang maganap
Pagkakatawang taong nagwakas
Kasalanan ay koronang tinik
Sibat na tumusok sa gilid
Kay Hudas tayo ay ang naghatid
Nang sa Mesiya s’ya ay humalik
Hinayaang si Hudas magtaksil
Di ba’t kusang loob nagpakitil
Utang nati’y sa Kanya siningil
Ang utang nating mga nagtaksil
Di ba’t dugo n’ya’y ipinanlinis
Sa pagkatao nating madungis
Kusang loob buhay ibinuwis
Nang tayo’y makapiling sa langit
