My teaching partner from Teach for the Philippines teaches 6 periods a day from 5:40AM to Noon everyday. What he does seems pretty remarkable especially considering he does not really take a break, has no free periods, and is working in a classroom that has no technology and is not airconditioned. He is also a young teacher and is eager to incorporate new strategies I suggest or find new ways to implement certain tactics. He teaches Mother Tongue in which the class is conducted in Tagalog and Science where he mostly uses Tagalog along with key phrases in English. The subjects he teaches differ each quarter but will teach the same groups of 3 subjects of 3rd graders for the whole year.
Though I don't understand word for word what is happening in the classroom, and the students English is limited to simple phrases like "what is your name?", I can still understand the activities he plans and the structure of his teaching. It is through making suggestions and helping him implement classroom and teaching structures that I can make a contribution to his class and students. As the teaching instruction drives learning outcomes, I hope to improve his instructional strategies that will lead to higher educational attainment. In science we were able to structure lessons around a scientific inquiry process with hypothesis, theory, test results and real life connections. In Mother Tongue, we implemented more small group instruction giving students more speaking opportunities and use of the limited textbooks.
Despite the language barrier and stark difference in classroom amenities, it is a good reminder to see how much of these aspects of teaching are remarkably similar no matter where or who we teach. While these 3rd grade students are not yet capable of extended English dialogue, they perhaps need to wait until upper grades for their foreign language ability to progress. In the mean time, students still appreciate a smile, high five and sign of affirmation. It is the students' enthusiasm and fervor for learning and life that drives my partner teacher to "Teach for the Philippines" and strive for educational equity in his corner of the world
Though I don't understand word for word what is happening in the classroom, and the students English is limited to simple phrases like "what is your name?", I can still understand the activities he plans and the structure of his teaching. It is through making suggestions and helping him implement classroom and teaching structures that I can make a contribution to his class and students. As the teaching instruction drives learning outcomes, I hope to improve his instructional strategies that will lead to higher educational attainment. In science we were able to structure lessons around a scientific inquiry process with hypothesis, theory, test results and real life connections. In Mother Tongue, we implemented more small group instruction giving students more speaking opportunities and use of the limited textbooks.
Despite the language barrier and stark difference in classroom amenities, it is a good reminder to see how much of these aspects of teaching are remarkably similar no matter where or who we teach. While these 3rd grade students are not yet capable of extended English dialogue, they perhaps need to wait until upper grades for their foreign language ability to progress. In the mean time, students still appreciate a smile, high five and sign of affirmation. It is the students' enthusiasm and fervor for learning and life that drives my partner teacher to "Teach for the Philippines" and strive for educational equity in his corner of the world