Requisitos adicionales para inspecciones estadísticas en servicio

“W

her deep raspy voice, with her arms crossed and eyebrows scrunched, Mrs. Alab continues to speak, “Some of your classmates are still answering. Is that what we

mean by ‘consideration of others’?” The students evade Mrs. Alab’s eyes by looking at the floor. “For those who are done, review your work. For those who

are still working, you still have five minutes.”

While most of the boys in the front row towered over Mrs. Alab, in moments like this, she stands seven feet tall.

The students continue copying Mrs. Alab’s sentences on the board until she runs

out of chalk. Seeing this, two students in the front row hurriedly looked for some small pieces of chalk stuck in the bottom corner of the blackboard. Seeing that there isn’t any chalk left, Mrs. Alab calls Doy and tells him to get something from the faculty room. Doy comes back with pages of an old calendar and a few black crayons.

“Sorry, Ma’am,” he tells his teacher, “there’s no chalk left. I just have these for you instead.” “Never mind”, replied Mrs. Alab, “we will make do.” She writes a sentence on the back of calendar.

“Look at this class—Ben and his little brother took their carabao to the rice fields and bathed it in the pond,” she reads what she wrote, “Is this a simple or a compound sentence?”

One student answers, “it’s a compound sentence because it used the conjunction

and, Ma’am.” A moment of silence wraps the class until one student speaks, “But and

there was only used to connect the two subjects, Ben and his brother,” she disagrees, “which are not two independent clauses by the way.”

“That’s right,” says a third student, “the second and simply connects two verbs that share the same subject, Ben and his brother”.

“What does that mean, class?” asked Mrs. Alab. A student from the back row replied, “that sentence is still a simple sentence with a compound subject and a compound predicate”.

“Very good!” Mrs. Alab seems pleased. Mrs. Alab continues, “Class, do not be fooled by the and here. Not because your textbook says compound sentences may have the conjunction and, that’s always the case. You have to pay attention to the details of the sentence, make sense of it. You don’t simply assume right away without thinking. Like any other thing in life, you don’t simply assume. You have to make sense of things first.” The students smiled.

135 Mrs. Alab: A figure of authority

Within my three weeks of observation in Mrs. Alab’s class, I noted her strong use of an authoritative style of classroom management alongside her practice of a teaching method which resembles a ‘chalk-and-talk’ approach. In the vignette, I seek to capture Mrs. Alab’s emphasis on classroom order and discipline. In my interview with Mrs. Alab, she explains that her practice of being tough with students is necessary for her “to deliver the lessons and carry out the learning objectives”. Mrs. Alab’s believes that her practice of authoritative classroom management allows her to make students “sit down, stay in the classroom, listen, and learn. Once a teacher is strict, everyone listens. No one dares to misbehave”. Misbehaviors and non-academic noise are not tolerated by Mrs. Alab’s because she thinks that

when a few students get distracted, the entire class is affected. How can learning take place […] if there are a handful of students chatting here and there, going out of the classroom to just loiter around the campus?

In classes with the other rural teachers, I observed a particular student who regularly leaves the classroom. He sometimes took quarter of an hour to a whole period to return. I did not observe this to happen in Mrs. Alab’s class. Should a student be out for more than five minutes, Mrs. Alab sends two students to look for the student. One time, on my second week of observation, a student, Pedro, asked Mrs. Alab’s permission to go out. She asked Pedro if he had completed his module exercise. He scratched his head and returned to his seat. Noticing that I looked concerned about this student, Mrs. Alab sat beside me in the back row whilst the students were busy with their seatwork. She explained to me that Pedro has a record of what is called in the Philippines as ‘cutting classes’. Mrs. Alab told me that the other teachers let him go out as he pleases and they have grown tired of him sneaking out of class. Disturbed by Pedro’s frequent poor behavior, Mrs. Alab visited his house, as she recalled, and found out that the reason he does not come back to class right away is that he goes to the farm, as told to her by his father, to harvest rice. Everyone assumed that he was just loafing around but he was actually helping his family. Mrs. Alab continued to tell me that she talked to Pedro’s parents and they all agreed that during weekdays at school hours Pedro should be in class, while on weekends he will be on the farm. According to Mrs. Alab, it is in these cases like Pedro’s that made her decide to be strict with her students. For her, the value of being a tough classroom authority cannot be fully understood unless one has become a rural teacher in the village. She recounts her experience:

My twenty years of teaching here in Barrio High School taught me that rural teachers need to be strict, so students realize that you want them to learn. They must know you are the authority here in the classroom […]. When [I] come to class, they understand that [I am] there to teach and they are here to learn [… and] not to go out of the classroom to loaf around.

136

There are two salient points to take note from Mrs. Alab’s beliefs behind her practice of ‘chalk-and talk’ and her emphasis being the ‘classroom authority’. This “teacher-talk”, as Mrs. Alab calls it, where she gives lectures while impressing upon the students the value of discipline, indicates two critical roles of a teacher—a ‘content expert’ and an ‘authority figure’. These two particular teacher roles, which are often associated with teacher-centered instruction, have been a subject of debates on power relations in discussions about learner-centered classrooms (see Weimer, 2002; McCombs & Whisler, 1997; Cornelius-White & Harbaugh, 2010).

Teacher authority is a contested issue in learner-centered teaching. The complex issues surrounding this ‘teacher authority’ are broadly discussed by Weimer (2002). She discussed the way in which the role of the role of the teacher as the classroom authority is severely critiqued in three various areas in critical and feminist pedagogy, and cognitive and educational psychology in relation to constructivist views on learning. These schools of thought have challenged the long- standing assumptions about a teacher’s exercise of power and authority in the classroom which often benefits the teacher more than it promotes student learning. A significant figure among those who strongly promote learner-centered practices in the classroom, Weimer (2002) suggests a rethinking on the role of teachers as an authority in the classroom. She argues that ways of teaching which place the emphasis on the role of a teacher as the ‘authority’ figure poses a threat to the fundamental principles of learner-centered teaching. A strong focus on this ‘teacher authority’ arguably discourages the teacher to practice teaching strategies which promote student engagement and learning. Moreover, authoritative teacher roles arguably magnify the gap between teacher and students, obstructing positive interactions and relationships to flourish in the classroom. Much of the literature on learner-centered teaching, particularly the works of Weimer (2002) have pushed for a shift of power from the teacher to the students, making the dynamics in the classroom more egalitarian and democratic.

To achieve a greater sense of democracy in the classroom, Weimer (2002) identifies five dimensions where key changes must be made to make teaching become learner-centered, three of which are relevant to what I have observed in Mrs. Alab’s class. These dimensions are the distribution of power in the classroom, the function of content, and the role of the teacher. Given the emphasis Mrs. Alab placed on her role as a ‘figure of authority’ in terms of classroom management, her practices seem to depart from the learner-centered classroom practices which Weimer (2002) describes. For teaching to be truly learner-centered, Weimer (2002) suggests that the shift of power must move from the teacher to the student. She argues that much of the focus of the teaching and learning process has long been placed on the teacher who controls and regulates the flow of student learning, from the pace at which content is to be covered to the materials that

137

students have to master. Much of this control, as Weimer claims, is motivated by a teacher’s “need to be in control and assert [her] position and authority over students” (p. 27). Furthermore, Weimer (2002) argues that power centered on the teacher only perpetuates the disregard of students’ rights and needs as learners. She claims that teachers have long exercised a considerable amount of power over student learning so that their ‘authority’ in the classroom remains unchallenged. Such need for power, Weimer (2002) noted, results from a teacher’s “vulnerabilities and desire to manage an ambiguous and unpredictable situation successfully,” (p. 27). Once this power and control remain firmly with the teacher, instruction continues to be “very teacher centred and what makes many students disinterested in learning” (Weimer, 2002, p. 45).

Given Weimer’s (2002) discussion on the balance of power in a learner-centered classroom, my observation of Mrs. Alab’s practices appears to lean heavily towards describing her as teacher-centered in her practice. My observation is further reinforced by Mrs. Alab’s belief that ‘teacher-talk’ and lecture methods are indispensable to teaching. Mrs. Alab asserts that

“even if they say that the new K to 12 curriculum in the Philippines has to be learner-centered, the teacher is still and will always be the classroom authority—to let the students know what to do, then affirm whether they are doing it correctly or not”.

Mrs. Alab’s teaching philosophy on how teachers must maintain their role as a figure of authority resembles a very teacher-centered view on teaching. Learner-centered teaching for Weimer (2002) involves a reallocation of power in the classroom. Simply put, power must be shared with the students. This sharing of power for Weimer (2002) is carried out through teaching strategies where students work together in a more democratic environment such as active, collaborative, and cooperative learning and other inquiry-based approaches. Adopting these approaches leads to a shift in the role of the teacher from a ‘content expert’ to a ‘facilitator’. These student-led group activities are not evident in Mrs. Alab’s class. She identifies the “time consuming nature of groupwork as a challenge” in letting students learn in cooperative groups. Mrs. Alab justifies her teaching practices by raising this question:

Should I have cooperative learning groups in this class, I would need extra six class sessions but we only get to meet five times in a week. So how do I go about that, given the limited time and too much content to cover?”

This view of Mrs. Alab prioritising ‘content’ over the process of discovery through learning in groups among students could be another point of critique for Weimer (2002). The function of content is another dimension within which she calls for change to make teaching more learner- centered. Instead of focusing on covering large amount of content material, Weimer (2002) suggests that learner-centered teachers need to shift roles from ‘content experts’ to ‘facilitators’ and divert their attention on how they can guide the student to ‘uncover’ the content material

138

through discovery and exploration. Learner-centered teachers are cautious of using lectures and textbook-based drills which could perpetuate the development of low-order thinking skills such as simple recalling and memorizing. Weimer (2002) argues that a strong content orientation that gravitates towards covering as much learning material as possible poses a barrier in the teaching and learning process. This is because a focus on content explicitly impedes teachers in coming up with creative pedagogies that bring about valuable life skills in students, who in turn, end up regurgitating what was memorized. When teachers focus less on delivering content and more on developing student learning, they begin to step aside and become a ‘guide-on-the-side’ as they encourage students to experience active and experiential learning. As soon as the teacher takes on the role of a facilitator, as Weimer (2002) maintains, the teacher starts to give students more control as they gain more freedom in their learning. Change in teaching approach follows the moment power is shared with students as teachers relinquish their assumed authority in the classroom. As the power dynamics in the classroom is balanced, students in turn become empowered, sustaining their motivation to learn and achieve. Therefore, as Weimer (2002) argues, when power in the classroom is balanced, interactions become more democratic, teacher- student relationships more egalitarian, learning more active, and the teaching more learner- centered. In practising learner-centered teaching, as Weimer (2002) suggests, teachers need to understand that power dynamics in the classroom has critical implications on teaching and learning, to the extent that it frames and even distorts learning processes and interactions in the classroom, including the crucial dimension of positive classroom relationships. It then appears that a way of teaching that highlights the teacher’s role as an ‘authority figure’ may not only limit student engagement but also obstructs opportunities for student-teacher relationship to prosper.

Within Weimer’s (2002) description of learner centered teaching, Mrs. Alab’s practices appear quite far from being learner-centered considering that there was heavy emphasis on ‘teacher-talk’, student drills, and ‘teacher authority’. However, while her teaching seems very teacher-centered, behind her lectures and authoritative style of classroom management is a desire to help students. I noted this desire to help from Mrs. Alab’s emotional sharing of her students’ stories. Holding back her tears during our interview, Mrs. Alab expressed:

My students come from poor families. As much as I want to give, I couldn’t as I am poor myself. So, in my own way of helping them, I make sure that […] they learned something […] from me. I need to give justice to their […] sacrifices just to be in school. So, if it needs for me to do long lectures, to re-teach if necessary, […] even to be a disciplinarian, I’ll do it […] for my students.

It can be noted here that behind her seemingly teacher-centered practices are principles which seem to align to learner-centered teaching. This response therefore suggests two things: firstly, Mrs. Alab recognizes her students’ needs and backgrounds, and secondly, Mrs. Alab aims to help

139

her students focus on learning. To have this broad awareness of where her students come from and her desire to help her students learn are indicative of a relationship between Mrs. Alab and the students.

The relationship between Mrs. Alab and the students is evident early on during my first day of observation. When the students are having their seatwork, I observed Mrs. Alab circulates the room and looks at the work of those who are finished with their workbook exercise. As she walks around to look at her students’ seatwork, I overhear Mrs. Alab asking one of the girls, “How’s everything at home? Is your mother okay?” The girl nods and says something softly to Mrs. Alab. They are interrupted when one boy approaches Mrs. Alab and shows her his notebook. She looks at the boy’s answer, smiles, writes something and returns the notebook to him. The boy smiles as he reads Mrs. Alab’s notes. Then, Mrs. Alab comes back to the girl, sits beside her, and listens. After a while, Mrs. Alab notices the time and reminds the class that they need to check their work. My observation of this existing relationship between Mrs. Alab and her class is affirmed by the students during their focus group interviews. It is in the students’ long narratives about Mrs. Alab that their relationship transpired. In these narratives, the students also reveal their perception of Mrs. Alab as the “strict teacher whom we respect” (FG1; FG2; FG4); “who gets angry at us and reprimands us when we it’s clearly our fault (FG3); the “teacher who makes us disciplined in our studies” (FG3); “the teacher who is strict because she wants us to learn” (FG4) and whom “you know for sure is a good teacher, because she’s strict” (FG3; FG5). From here, it can be noted that the students seem to value Mrs. Alab’s toughness as a teacher, which could explain their perception of a ‘good teacher’ towards Mrs. Alab. However, this perception of Mrs. Alab being the ‘good teacher’ alongside her existing relationship with the students despite her teacher practices that emphasize her ‘authority’ appear to be inconsistent with Weimer’s (2002) notion on power and relationships in a learner-centered classroom.

‘Teacher authority’ in a Filipino context

Respect for elders and deference to authority are a deeply valued trait among Filipinos (Jocano, 1997; Ligo-Ralph, 1990). In a school context in the Philippines, respect for authority figures can be traced from how much Filipino’s give great value to education because it is considered instrumental in securing a better future and achieving personal life goals (Okabe, 2013; Magno, 2010). Filipinos perceive that authority figures in schools have a crucial role in the success of student learning, to an extent that their influence impacts student drive and motivation to attend school and achieve in class. Given this, it is essential for students to engage themselves in positive and respectful interactions with authorities such as the teacher. This can be shown by showing

140

courtesy when speaking with teachers, restraining themselves from answering back when being reprimanded, and even projecting a pleasant demeanor when their work is critiqued. Such demonstration of respect through restraint of emotions is valued to facilitate harmony and even learning in the classroom (Magno, 2010).

The Filipino shared respect for teachers as ‘authority figures’, of course, may influence the ways in which students identify whether a teacher is ‘good’ and ‘effective’. For instance, it could be possible that the rural student’s perception of Mrs. Alab as a ‘good and effective teacher’ may have been influenced by fear, which they may deny or may not be conscious of, mainly because it has been deeply ingrained among the students through the school culture. It could also be due to the rural students’ limited exposure to teachers whose mode of teaching is more interactive and whose approach of behavior management is more democratic. The limitation in such cultural mentality becomes evident when a perception of a ‘good teacher’ is biased towards a ‘strict teacher’ whose practices are those which are valued and often desired within a culture, thereby