When Big
Books were not yet available a teacher (T4) proudly admitted that she made her
own illustrations of the story in short bond papers and just flashed it to the
kids one at a time as she tells the story.

All their
shared experiences shows their resourcefulness and creativity. These are
characteristics of successful teachers, the teachers with big hearts truly are
willing to do their tasks and these are evident in their actions.

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2.1.  Harmonious Relationship of the Teacher and Parents
for Children’s Maximum Development

All the
teacher respondents have established rapport towards parents of their learners.
They oriented the parents about K to 12 even up to the grading systems and
giving of honors to avoid conflict. Parents from different schools were worried
and asked them why their children need to use Kapampangan in all their subjects
except English?

The teacher’s
one way of communicating to their parents is through the children’s diaries to
write down the learning activities for each day including the reminders and
announcement to parents (T1). During the distribution of report cards, grading
system is explained by the adviser.

There is
a Parent-Teacher Association in every class and its officers are also helping
in the successful attainment of the school goals.  A teacher (T4) admitted that her PTA officers
in the present school year are generous and willing to contribute to the class
a basic printer that can be used for reproduction of the learners’ materials.
Since the learners materials are not enough for the number of students in the
class, the teacher was overwhelmed with the cooperation shown and the big help
the parents contributed to the class.

2.2.  Teachers’ Participation in In-Service Seminars and
Trainings about MTB-MLE

All the
teachers are requires to attend seminars and training provided by DepEd. This
is done if not in the Division level, it is done per cluster.

Struggling
Readers is a regional seminar and the teacher who attended it (T5) was assigned
to echo it to all the teachers in their cluster. Demonstration teaching and
showcase of the instructional materials prepared by the school master teacher.
This materials are also shared it online for everybody’s usage.

3.   Teacher’s Suggestions

Based from the reactions of
the teacher respondents, I can see and feel their dedication and passion in
their profession. If only they can do something to make the children learn
easily, they will definitely do it. When I asked them if they are in favor using
the mother tongue in teaching, four of the respondents (T3, T4, T5) suggested
that MTB only as a subject is much better than using mother tongue which is
Kapampangan  as a medium of instruction
in all the subjects. They find it hard to teach Mathematics and Science using
the mother tongue. T3 suggested that the medium of instruction in Math and
English, if possible, is English, and Araling Panlipunan in Filipino. T4 even
mentioned that in private schools they only have MTB as a subject and not all
subjects are taught in Kapampangan.

T1 and T3, on the other
hand, agreed on MTB as a medium of instruction but not in Reading.  She would like to have the subject Reading
from the very beginning of Grade 1 to develop good diction and fluency and
comprehension in English.

Another suggestion that the
teachers would like to give attention was the language being used during academic
contest like the Metrobank-MTAP-DepEd Math Challenge (MMC).
They disclosed that questions in the said contest is in English. If the children
are well-versed with Kapampangan and have not yet experienced English with
fluency, it will become a disadvantage on their part. Since the mother tongue of
the locality is used in the province, it should be better that questions from
Grades 1 to 3 are in their first language.

Conclusion:

The
implementation of the Mother Tongue Based-Multilingual Education program in
Pampanga is successfully reflected in this study through the help of the five
experienced teachers who are all natives of Pampanga.  The province of Pampanga has shown
manifestations that they complied and implemented the MTB-MLE program. It
implies that the goals of the MTB-MLE were met like the preservation of culture
especially the language and the easy transfer of learning and comprehension due
to the use of the mother tongue as the language of instruction.

 However, the challenges in its implementation
as experienced by the Kapampangan teachers were: (1) Conflict in Kapampangan Diversity (2)
Inadequate Vocabulary, (3) Insufficient Materials, and (4) Fluency of the
Learners in their Mother Tongue. These
challenges that are revealed must be resolved and should not be ignored by the
concerned authorities. Each province certainly experienced challenges in their
locality and extra attention and efforts are needed to address them.

Among the
mechanisms the teacher participants utilized to cope with these challenges
were:  (1) Use of
Ortograpiyang Kapampangan (2) Development and Delivery of Quality Learning
Resources and Strategies in Mother Tongue,
(3) Translation from Mother Tongue to Tagalog, (4)
Utilization of Localized Stories, Songs, and Big Books and (5) Harmonious
Relationship of the Teacher and Parents for Children’s Maximum Development, (6)
Teachers’ Participation in In-Service Seminars and Trainings about MTB-MLE, and
(7) Teachers’ Suggestions on the Implementation of MTB-MLE. It shows that the
provincial government and other agency officials have harmonious relationship
with the DepEd officials. They give support and assistance for the successful
implementation of the program.

The Kapampangan teachers are now equipped
with information in the proper implementation of the MTB-MLE program since they
have continuously attending seminars and trainings provided by the DepEd
Pampanga, both regional, per cluster, or school-based.  The teachers’ voices and concerns need to be
heard for the successful output of this government program. The strategies and
mechanisms the teachers utilized are manifestations of the dedication and
passion of the Kapampangan teachers for the optimal growth and development of
the learners. They really find ways to maximize the children’s learning and
develop needed skills.

The moral courage shown by the teachers to
make suggestions which they think are much better because they are the ones
directly involved in the implementation of MTB-MLE, should be considered. 

The DepEd officials should at all times correspond
and be opened with the realities based from the personal experiences of the
Kapampangan teachers who directly experienced the MTB-MLE implementation in
Pampanga. These little challenges if given attention will surely alleviate the deficiencies
of the DepEd officials, concerned teachers, parents and learners for a more
successful implementation of the program.

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