A blog that tackles issues on basic education (in the Philippines and the United States) including early childhood education, the teaching profession, math and science education, medium of instruction, poverty, and the role of research and higher education.
Subscribe to this blog
Follow by Email
What It Takes to Help Poor Children Learn in Schools
The statistics are widely known, a child growing up in a poor family has heard tens of million words less than a privileged child. This advantage translates to a poor child working his brain a lot harder just to keep up with his or her more fortunate classmates. The inequity sadly does not cease at the beginning of formal schooling. Children from poor families tend to enroll in the same school with income segregation of neighborhoods. Lacking resources and facing mounting challenges, schools that serve low income families are often unable to provide what these children desperately need to thrive in their classrooms. In addition, due to mounting pressure to perform well in standardized tests in reading and math, equally important subjects such as music, arts and physical education are often sacrificed. Such policy actually goes against what we now know from research in neuroscience. For example, "Music lessons may boost poor kids' brainpower, study suggests" by Linda Carroll on Today talks about research done at Northwestern University which now shows how the "sound of music is truly an invisible but powerful force that is central to everyday life".
I recently volunteered in my son's school, Poe Middle School, to help check attendance, check instruments and costumes an hour before their strings concert this winter. I was in one classroom and was expecting about four scores of children showing up to perform. And close to a hundred percent did. The number of instruments in that room was staggering especially if one considered that a used violin would cost anywhere between $1500 to $3000. The boys and girls also looked proud with their costumes. There was definitely a lot of noise in the air but one could not miss an aura of excitement and joy. It was simply amazing to see how these children were given the opportunity to learn and play a musical instrument.
Katherine Augustine teaches Orchestra at Poe Middle School
Watching the kids rehearse before the concert was already an eye-opener, but listening to these middle schoolers was certainly witnessing a miracle. This is why.
Two out of three children attending Poe Middle School come from low-income families. That is a huge percentage especially if one compares this against another middle school in the county, Cooper Middle School. Cooper Middle School is rated 10 while Poe Middle School is rated in 3 in GreatSchools.
Of course, the above is really a comparison between apples and oranges. Only 2 percent of Cooper students come from poor families:
Poe Middle School, as mentioned previously, is 67% low-income.
Students that do not come from low-income families at Poe are doing just fine. The average for all students is obviously going to be lower at Poe simply because of the much larger number of disadvantaged students enrolled in the school.
It is only within this context that one can fully appreciate what the musical director at Poe, Katherine Augustine, is doing for her students. With that one hour I spent with a fraction of her students, I could only imagine the patience, hardwork and commitment she provides. And that night is indeed memorable.
With the new K to 12 curriculum in the Philippines, various tracks are now offered in the last two years of basic education. The various options available obviously make it possible for students to find themselves later unprepared for the courses they decide to take in college. A student, for instance, who finishes the accounting business management (ABM) strand in the senior high school academic track, is now required to take additional courses if the student chooses to enroll in a Science, Technology, Engineering and Mathematics (STEM) major in college. These additional courses which are now called "bridging programs" are either taken during the first year of college or over several weeks in the summer before college starts. Above copied from Coldwater High School Early College Program There are bridging programs in the United States, but these are different from the ones that are now appearing in colleges in the Philippines. In Coldwater High School in Michigan, fo
MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS Posted on May 28, 2012 by David Michael San Juan MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS (Paunawa: Simpleng lenggwahe ang ginamit sa artikulong ito upang madaling maintindihan ng mayorya.) For the full English version please visit http://www.scribd.com/david_juan_1/d/70033985-San-Juan-David-Michael-Full-Paper-Kto12 TANONG: ANO ANG KTO12 PROGRAM? SAGOT: Ang Kto12 Program ng gobyerno ng Pilipinas ay tumutukoy sa pagkakaroon ng mandatory o required na kindergarten at karagdagang 2 taon sa dating 10-year Basic Education Cycle. Kung noon, pagkatapos ng anim na taon sa elementarya at apat na taon sa hayskul (kabuuang 10 taon) ay maaari nang makapagkolehiyo ang mga estudyante. Sa ilalim ng Kto12, bago makapagkolehiyo, kailangan pa nilang dumaan sa karagdagang 2 taon pagkatapos ng apat na taong hayskul. Sa bagong sistema, tinatawag na senior high school o junior
Hapag ng Pag-asa, Painting by Joey A. Velasco The following is an article written by Fr. James B. Reuter, S.J., originally published on the Philippine Star . HAPAG NG PAG-ASA. By Fr. James B. Reuter, S.J. The Philippine Star 04/21/2007 At the entrance of the Major Seminary of the University of Santo Tomas , in Manila , you will see a painting. It is the "Last Supper" of Joey A. Velasco. It portrays poor children from Metro Manila, all between the ages of 4 and 14, at the Last Supper with Christ Our Lord. He has called it "Hapag ng Pag-asa", the table of hope. To start with, it is not really a table. It is a big delivery box, knocked apart and nailed together again as a table. Joey Velasco himself has said: "This painting reveals a story of greater hunger than a plate of rice could satisfy. What these children are starved for is love." Realizing that his little models were real persons, he investigated the life of each of them, and wrote