Inset. October 27th 2015. We were provided an enhancement training at the SPC classroom in our school at Rogationist Academy Davao. Our resource person was Dra. Veloso. The day before, I was quite intrigued by how she gives lectures, seminars, whatever. One thing exciting though was meeting and listening to one of DepEd’s head. It was a rare privilege for an earner like me.
One of the struggles if you did not spend a four-year course in Education is organization and properly grading students. While sitting there at the training, I carried in my head questions about my assessments. The night before the lecture, I partly computed the grades of my Grade 10 Math students. My mind froze when I realized that one of the students got a 98 grade when she was s not that good with numbers as compared to those math smarts in class (yeah, speak about discrimination and prejudice). I did not finish their grades because it was stressful. So I carried that dilemma as Dra Veloso encouraged us to throw out questions regarding assessments.
I expected she would take us through basics but I figured it was waste of time. When it was my chance to ask her, I was hoping for advice…
“Hello po, I am a Math teacher,” I said with smile.
She smiled back and nodded and I waited if she’d gave a punch line.
So, I continued.
“Usually, with regard to Math, we stereotype students. If students are good with numbers, we would expect that they would have higher grades. However, with the grading system that we have in Math, it gives opportunities to those students who are not good with numbers to pass or even get higher grades. The problem I observe is that those students who are naturally good with numbers would not perform well in our performance tasks as compared to those who struggles with the subject. Thus, there is a sort of discrepancies somewhere when I compute grades (#hugot). How do you balance this?”
At that point, I was already doubting myself because I might be blaspheming Math. The mindset of course is that it’s a hard subject to pass. With the new systems and education researches I’ve encountered, I personally believe that I could never cram Math to my students’ throats. I’ve conditioned my brain that if learners are into Math, I should push them farther to excel. If they don’t like it, honesty, I did not care. There are other subjects with which they can show their other intelligences. Anyway, I’d be providing performance task as a ticket for the non-math learners.
Two seconds. She reacted. Her eyes sparked.
“You know what? You gave me an idea for a good topic for an action research!”
My jaw dropped. Is she going to give me this task?
She shared her experiences and all. Her experiences ignited passion.
Deep inside I wished she’d forget assigning me. But as we meet at the hallway or inside the room, she’d kept saying,
“Your action research ha?”
I regretted I asked her that Math grade dilemma. On the other hand, I consider her assignment as a positive stress and a chance for me to improve and to grow in this field. She would see my work, wouldn’t she?
One of the slides she projected emphasized,
“GOOD IS NEVER ENOUGH, IF YOU KNOW THE BETTER.”
It’s not every day that I get the privilege to be challenged by a DepEd official.
Who knows? This could bring me somewhere only God knows.
Now, my motivation is that I am going to do the action research as an expression of gratitude for the wisdom she shared and for kindling the fire that was beginning to die at that time. I admired her but more than that, God sent her to save my long-held teaching dream. I must begin setting my best foot forward.