She has shown an increase resilience to stress and danger on the road is a proven hard work and dedication to her career, handling tacks and skills on and off road without adverse effects to her health is such a feminine feat. Her ability to keep going against stress without affecting her quality of life is a simple question of mind over matter. – Dárlán Páléncìá Barcelón
Prieto-Diaz, Sorsogon, [03.14.19] – After immersing nine years in her teaching career in public school and is daily traveling 72 kilometers on a single motorcycle from her residence in Buhatan, Sorsogon City to San Juan, Prieto-Diaz, Sorsogon and vice-versa, requires great courage, skill, or strength. This petite lady teacher is emotionally connected to the realities on the lives of her pupils, as she is spending a whole year round. Borne out of her daily grind – an ardent vision was formed.
Dealing this emotional connectivity in real time and on a daily basis, it has created a strong sense of responsibility as a bond between her and her pupils in Grade 6 of San Juan Elementary School concerning the future of her pupils.
These prevailing issues and concerns in the entire District has made me take up the gauntlet once and for That subjective emotion has become a driver to embark on a proactive response on how to deal with the emerging challenges on the factors affecting the quality education in Sorsogon and device a more focused tool of intervention that will address the rough edges of education in her hometown in Prieto-Diaz.
I earnestly pray that my colleague in the teaching profession in the public schools should take this concern as our shared responsibility in pursuit of quality and accessible education for all.
Seeing the potential negative threats that the jagged edges of learning within her classroom, Mrs. Airyn Nicolas Flestado has confided during the interview about her sense of guilt and accountability by just keeping an eye only to the lesson plans and other instructional materials preparations will remain her liability to her pupils.
The adoption and the implementation of the K – 12 in the country’s educational system had provoked her analytical mind to make a paradigm shift using her own comprehension, study, and assumption on what will be the appropriate intervention for nonreaders to move on to high school instead to be retained in grade school.
High school teachers are wondering why non-readers are being promoted without doing a tangible intervention to the problem of non-readers. These prevailing issues and concerns have made me take up the gauntlet once and for all and be a part of the solution.
She was caught at the crossroad knowing that when a particular pupil earns a failing mark of 75 cannot graduate as the rule will be applied – thus limiting their opportunity to finish elementary if they cannot read.
The retention policy for non-readers undermines student’s chance to reach high school and the universal access to education to have equal opportunity in education, regardless of their social class, gender, ethnicity background or physical and mental disabilities, will be defeated she lamented.
“There should be no one be left behind at the end of every school year and this issue should be addressed by the Department of Education and we educators are obliged to be innovators in order to reach out the non-readers,” she admitted.
Seeing different factors affecting the non-performances of pupils in their academics skills is truly a heartbreaking experience as a teacher but there should action to be made, she quipped.
Discovering other contributory factors in studying the causes of poor performances of some pupils – some parents with non-reader pupils are also non-readers themselves, there are times it is also a nutritional status and environmental factor.
This passionate Grade 6 class adviser who is immensely engrossed about the travails of her pupils vis-a-vis the true goal of education where there are no losers, all should be winners continue looking for answers to her questions.
Adhering to the quotation uttered once by the late Martin Luther King, Jr that “The function of education is to teach one to think critically. Intelligence plus character – that is the true goal of education.” – has pushed her to immersed into a more deeper action-reflection process to arrive into a praxis.
The universal mantra of education to have equal opportunity in education, regardless of their social class, gender, ethnicity background or physical and mental disabilities drives to pursue her burning zeal and had compelled her to make a proactive response on how to unleash the talents and skill of her pupils through innovations has paved the way to grasp the pattern to the practical way – the tool was identified.
As an educator, there is a fiat to be done without restraint using the analytical mind to act on a solution quickly and effectively that will attend to the rough edges of education confronting some pupils who are non-readers, after all.
She furtively pursued further studies [post-graduate and doctoral degree) and assiduously honing down the practice of critical thinking using critical analysis to break down the complex problems and concerns into a single and manageable task of teaching strategies and measures – the option is to innovate.
Innovation through sustained action research was adopted on how to motivate non-readers to do their assignments on readings and other areas of concerns until their reading skills are unlocked and harnessed.
That is why I made an echo-training workshop proposal on action research for the 21st-century educators to address the problem and bridge the gap that will spread the success of innovation.
This is my goal as an educator is to improve and reduce the numbers and gaps between readers and non-readers particularly in public schools in my province, she ended.