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Governor apologizes after accusing teachers of ‘doing nothing’

Cagayan Governor Manuel Mamba was forced to issue an apology following his accusation that teachers are doing less work with the government’s blended learning scheme.

Mamba told radio station DZRH Saturday that “teachers are simply enjoying themselves at home and receiving salaries without working.”

Mamba added that he thinks that the government is being shortchanged and hinted that teachers’ salaries may be slashed soon.

Alliance of Concerned Teachers (ACT) president Joselyn Fegalan said Mamba had no right to accuse teachers of doing less work as teachers are in fact burdened by greater workload due to the Department of Education’s blended learning scheme.

“Teachers deserve an apology. You go back to that radio station and say sorry,” Fegalan said.

Mamba is ignorant of the situation of teachers even in his home province, ACT secretary general Raymond Basilio added.

“It seems he does not know that many teachers spend their already inadequate salaries to buy paper, laptops, printers and ink because the government has yet to fully provide these,” he said.

“Gov, it’s World Teachers Day on Monday (today, October 5) and this is your message to them? Is this how you thank them?” Basilio asked.

The Student Council of the University of the Philippines College of Education also condemned Mamba’s remarks as “patently insensitive, infuriating and disrespectful of the teachers’ effort to educate amid the pandemic.”

‘Just being fatherly’

Mamba in a statement Sunday he is sorry and did not mean to hurt any teacher, adding he wanted to challenge everyone with his remarks.

In another DZRH interview Sunday, Mamba said he has high regard for teachers as shown by his administration’s involvement of teachers in provincial government projects.

Mamba added he was just being fatherly in lecturing just as he was in admitting mistakes.

A source from Mamba’s camp told Kodao that the interviewer did not give the governor a chance to fully explain what he meant as the interview was at its end. # (Raymund B. Villanueva)

For kids in special education, lockdown learning a must

By Winona Sadia/Philippine Center for Investigative Journalism

Learners with special education needs require face-to-face instruction but are vulnerable to the coronavirus disease. Parents and teachers have no choice but to make distance learning work.

As the clock ticked closer to 10 a.m., Elena Elpedez cleared the dining table to make way for her son’s online class simulation. Ten-year-old Enzo, who has attention deficit hyperactivity disorder or ADHD, has the entire makeshift study area for himself for a good hour. Excited, Enzo set up his Zoom account to meet up with his classmates and teachers, albeit virtually.

Despite the difficulties of distance learning amid the coronavirus pandemic, Elena did not think twice about enrolling her bunso (youngest child) this school year for special education or SPED at Parang Elementary School in Marikina. It was better, she said, than letting months pass without Enzo learning anything.

Elena left her business process outsourcing job in 2015, as soon as she realized the need to supervise Enzo’s schooling and therapy. She then put up a printing business at their house to augment her income. During the lockdown, Elena recycled reviewers and worksheets from customers to refresh Enzo with what he had learned the previous school year.

Elena prints out recycled worksheets to help Enzo continue learning during quarantine. Photograph: Winona Sadia

Para ma-instill sa kaniya na dapat continuous pa rin ang pag-aaral niya. Ayaw ko kasing isipin niyang bakasyon lang siya, baka matagal ko na naman siyang mapapayag mag-school (I wanted to instill in him that learning should be continuous. I don’t want him to think it’s just a long vacation. It might take time to convince him to go back to school),” she said.

The 44-year-old mother of two was worried over their internet connection after the school held simulation classes ahead of the opening on Oct. 5. She’s keeping her fingers crossed that Enzo and his kuya (older brother) Edrei, an 18-year-old Grade 12 student, would have opposite class schedules so they won’t use the internet at the same time.

The problems of SPED parents and teachers go beyond weak internet connections, however. Physical interaction with teachers is a cornerstone of SPED, and experts and stakeholders are still debating whether to push face-to-face classes or settle for distance learning. One thing is sure: parents like Elena will have to pull all stops to make everything work, if they don’t want their kids left behind. (See related story: Will distance learning work? Parents, teachers not so sure)

But Elena is not so confident in becoming Enzo’s teacher.

Titingin ako sa books niya ngayon at ipapabasa sa kanya. Kung ano `yung pagkabasa [at] pagkakaintindi namin, `yun na `yun,” she said. “Hindi katulad ng teacher, may sarili silang style, may mga visual aid pa sila, which is hindi talaga magagawa ng parent (I will look at the books and ask him to read them. How we read and understood them, that’s it. Teachers have their own style, they have their own visual aids, which parents don’t),” she said.

Elena converts their dining table into a makeshift study area for Enzo, who begins schooling at Parang Elementary School on Oct. 5. Photograph: Winona Sadia

Exception for SPED learners?

SPED enrollment has always been low. Genevieve Caballa, executive director of the Alternative Learning Resource School Philippines (ALRES-Phils) – a school offering SPED and therapy programs – said that 97 percent of learners with disabilities were not in school. Enrollment has not improved for more than a decade, she said.

Data from the Department of Education (DepEd) showed that of more than 5 million Filipino children with disabilities nationwide, only 1.4 percent or more than 71,000 non-graded learners were enrolled for the upcoming school year as of September.

Former education secretary Bro. Armin Luistro called for face-to-face classes among learners with special education needs, or LSENs, despite the pandemic.

“SPED should continue and it has to be face-to-face. There are only a few students and they need the equipment and special teachers in the schools. Barangay (village) leaders and DepEd should work together on it,” Luistro told the Philippine Center for Investigative Journalism (PCIJ).

Fernan Gana, president of the Quezon City Federation of Parents and Teachers Associations, said this was easier said than done.

Tama ‘yung rekomendasyon [pero] siguro, pag-aralan lang ‘yung protocols [at] kung paanong iiwasang magkahawaan ‘yung mga bata. Alam naman nating mas vulnerable sila, lalo na `yung mga nasa SPED school (The recommendations are correct but the protocols should be studied to prevent kids from infecting one another. Those who are in SPED school are more vulnerable),” he said.

But for Reading Association of the Philippines President Frederick Perez, SPED institutions might have to consider halting classes altogether.

“Sorry to the SPED schools but I don’t believe that special education will be meaningful and fruitful at this time. Maybe next year. They (LSENs) need a lot of physical contact,” he said.

‘Face-to-face learning ideal, but safety first’

Caballa would rather stick to distance learning, cautioning against resuming face-to-face classes for LSENs.

“Many of them are immunocompromised, so they are more at risk than neurotypical children. [We] don’t want to endanger learners. They could get easily infected,” she said.

Caballa argued that halting school altogether for SPED learners would mean depriving them of their right to continuous education.

“Children have a critical window for development and learning opportunities. If you miss that, there’s no turning back,” she said.

The SPED expert also warned against “regression,” which she said was common among learners with disabilities.

Neurotypical learners, or children with no intellectual or developmental disorders, were less likely to regress even with long breaks from studies, as they have other options to continue learning, she said.

“For learners with disabilities, if they don’t study or are not given just a little stimulation, they easily regress academically and behaviorally,” Caballa said. “The intervention we’re looking at is really empowering parents. Parents are the key.”

According to DepEd’s Basic Education Learning Continuity Plan, face-to-face instruction for learners with disabilities would be allowed only in “very low-risk areas” such as geographically isolated, disadvantaged, and conflict-affected areas with no history of Covid-19 infection.

However, teachers and learners should be living in the vicinity of the school. Face-to-face classes for LSENs, DepEd said, must undergo risk assessment and adhere to strict health protocols.

Redefining learning

Caballa said the way to help LSENs cope with the new normal in education was for parents and teachers to “redefine learning.”

When SPED classes opened at her school on July 13, teachers saw the need to engage the household in online and offline learning activities.

“It’s not just paper and pencil. It’s integrated in home routines. In cooking, for example, we incorporated functional math and reading, reading a recipe, measurement, procedure,” Caballa said.

SPED teachers must also make it a point to keep the screen time within the “ideal” one to two hours per session, she said.

Some of Enzo’s artworks are displayed on the walls of their house in Marikina. Photograph: Winona Sadia

The new setup means parents play an even bigger role in their children’s studies, Caballa said.

Kung dati, hinahatid lang nila `yung bata [at] pinapasa na sa teacher, [ngayon] they realized [na] mahirap pala `yung ginagawa ng teachers, but at the same time we’re encouraging the parents [at] nakaalalay kami sa kanila (Before, they just dropped the kids at school. Now they realize that what the teachers are doing is not easy. At the same time, we’re encouraging the parents and we’re helping them.),” she said.

“It becomes less teacher-dependent because the teacher is just a facilitator and the parent is the lead teacher, which is how it should be.”

Caballa said she found comfort in how several learners have responded to the distance learning setup.

“For the majority, we found out that they were more resilient than how we had perceived them to be. We thought they won’t be able to adjust,” she said.

Running a private SPED school where parents shoulder the costs still has a lot of challenges, especially on the part of teachers, Caballa admitted. There are two backup teachers per session in case the internet connection falters.

“It’s difficult, but I guess we’re driven by our passion for what we do. We know that we don’t have a choice. The other choice is just to stop,” Caballa said. –PCIJ, September 2020

Winona Sadia finished AB Journalism at the University of Santo Tomas. She works as a TV news producer. You may reach her on Twitter (@winonymous) or at sadiawinona@gmail.com for comments or suggestions.

Due to public pressure and clamor, DepEd moves school opening to October 5

By Joseph Cuevas

The Department of Education (DepEd) announced last Friday, August 14, the postponement of school opening originally set on August 24, 2020 to October 5, 2020.

According to DepEd, the memorandum given by the Office of the President to defer school opening to October 5 is pursuant to Republic Act No. 11480.

DepEd will use the deferment to provide relief to the logistical limitations faced by the areas placed under Modified Enhanced Community Quarantine and to fill in the remaining gaps of the school opening it is currently addressing.

The Alliance of Concerned Teachers ACT said that DepEd’s decision was brought about by “very valid and sound arguments which the agency can no longer deny.”

“We have proven today that the people’s voices can and will triumph, and we shall continue to push the government to fulfill the requisites for a safe, accessible, and quality education,” ACT said in a statement.

The group added that preparedness at the minimum means a 1:1 module set to pupil ratio ready for distribution by August 24, a 1:1 ratio of laptop to teachers, internet subsidy to teachers and learners, health screening and PPEs for teachers, and medical fund for free treatment if they get infected with COVID-19.

ACT said it received complaints from school heads about the late release of funds from the DepEd Central office as well as depleted school funds for module printing.

The central office only released funds and utilization guidelines for module reproduction on the latter half of July, ACT said.

ACT photo

Many school heads said that the P9 billion downloaded funds from the central office have not yet reached the school level resulting in the failure to deliver the needed modules any day earlier than October given the stringent procurement rules and lengthy processes, the group added.

ACT said that DepEd has not given any assistance to teachers specifically responding to the COVID-19 pandemic, noting that they are not asking beyond “hard-won and hard-earned benefits and entitlements of personnel, as well as already apportioned funds even before the health crisis.”

October 5 falls on International Teachers Day.

Better aid, wage subsidy for private school teachers

ACT-Private Schools also called on the government to support displaced private school teachers and personnel nationwide as the House of Representatives is set to finalize the Bayanihan to Recover As One Act (BARO) Part 2.

ACT-Private Schools secretary-general Jonathan Geronimo said that even with a one-time cash assistance of five to eight thousand pesos will not rectify the past six months of state neglect, and will not at all suffice to cover their needs.

Geronimo challenged the Rodrigo Duterte administration to help educators, particularly the “long ignored private education sector nationwide” by granting a decent amount covering the months of COVID-19 lockdowns.

ACT Private Schools demanded the following:

(1) Better and more dignified aid,

(2) wage subsidy to teachers and staff,

(3) zero-interest loans for small to medium-sized private schools to sustain their operations, and

(4) an allocation of funds for the health and safety of private school teachers and personnel. #

DepEd, hindi hinarap ang mga gurong nakikipag-dayalogo

Nagtungo sa punong tanggapan ng Department of Education ang mga lider-guro noong Hunyo 19 upang makipag-dayalogo sana kaugnay ng pagpapapasok sa kanila simula sa Lunes. Nakasarang tarangkahan ang sumalubong sa kanila.

Ayon sa mga lider ng Alliance of Concerned Teachers at ACT Teachers Union-National Capital Region, wala silang natatanggap na pasabi kung paano mag-iingat ang mga guro sa pagpapasok sa kanila. Wala rin daw silang natatanggap na pasabi kung mayroon ba at kailan ang mass testing, libreng pagpapagamot sa mga magkakasakit ng Covid-19, internet para sa “blended learning” ng kagawaran, at iba pang katanungan. (Bidyo ni Joseph Cuevas)

A timeline of the birth and attacks on Salugpongan schools

by Kene E. Kagula/Davao Today

DAVAO CITY, Philippines —

2003

The Salugpongan Schools started as a literacy-numeracy school for the Talaingod Manobo children. Volunteer teachers were facilitated by the Rural Missionaries of the Philippines (RMP).

2007

Salugpongan Schools were established as a formal learning institution aiming to provide basic education to the Manobo and was accredited by the Department of Education.

Its full name, Salugpongan Ta Tanu Igkanogon Community Learning Center, Inc. (STTICLCI), was derived from its founders, the Salugpongan Ta Tanu Igkanogon (Unity in Defense of Ancestral Land), an organization formed by Talaingod Manobo leaders.

They envisioned to provide the Talaingod Manobo and other IP communities free, quality and culturally relevant education. They said this is the “concrete expression of their collective effort” to defend the Pantaron Mountain Range in their ancestral territory.

2009

Salugpongan school administrators joined in the consultation held by the Department of Education (DepEd) for the creation of the Indigenous Peoples Education (IPED) framework.

The framework has become what is now the DepEd Order No. 62 series of 2011, or “Adopting the National Indigenous People’s Education (IPED) Policy Framework intended to be “an instrument for promoting shared accountability, continuous dialogue, engagement, and partnership among government, IP communities, civil society, and other education stakeholders.”

Salugpungan schools encountered the first red-tagging incident from the 60th Infantry Battalion of the Philippine Army, as the DepEd presents evidence that Salugpungan was granted a permit.

2012

The STTICLCI received accreditation status as a learning center from the Sangguniang Bayan of Talaingod.

2014

Its very first campus in Sitio Dulyan, Barangay Palma Gil, Talaingod, serving Kinder to Grade 6 learners, was granted Certificate of Recognition by the DepEd.

April — Due to the increasing military deployment and operations in Talaingod that has harassed its residents, the Salugpongan embarked on an evacuation, seeking sanctuary at the United Church of Christ of the Philippines’ (UCCP) Haran compound.

Dialogues went on and off for a month between local officials of Talaingod, Davao del Norte provincial LGU, Davao City LGU, and military officers that resolved the Manobo’s demand to pullout the paramilitary and soldiers.

November — The Davao del Norte DepEd division officer urges the 68th Infantry Battalion to spare the Salugpongan schools from military operations after complaints were raised by school administrators of soldiers “residing near the school and establishing patrol bases”.

2015

March — A fact finding mission in Talaingod in March confirms that military personnel were encamped in 257 households, two schools, a health center and a barangay hall.

July — The DepEd delayed the release of operating permits of the Salugpongan schools, which was released a month later after the Salugpongan community held a camp-in protest in the DepEd Regional office. Salugpongan decided to hold bakwit schools in UCCP Haran because of the attacks of the military and paramilitary.

davaotoday file photo

2016

January — A Salugpongan student, 16 year old Alibando Tingkas, was shot dead by the paramilitary Alamara in Barangay Palma Gil.

Amelia Pond, the Curriculum Development Officer of the Salugpongan Schools, and coordinator of RMP Southern Mindanao, was arrested during an RMP assembly in Cebu. She was arrested on a warrant bearing a different name allegedly of a New People’s Army member and was charged for murder. Pond was detained for 16 months, including a few months in hospital arrest following a spine surgery, before the case was dismissed for “mistaken identity”.

The Talaingod Manobos returned to their communities after President Duterte’s promise to act on their call to pullout troops in their villages. But later they found the military continues to encamp in their communities and schools.

2017

June — A Salugpongan teacher survives a strafing incident from a paramilitary member. The strafing traumatized the Lumad students.

July — Lumad schools camped out in “Panacañang” and at the DepEd regional office to raise public awareness on their continuing displacement, and urged the government to stop the attacks and red-tagging of their schools.

After his 2nd State of the Nation Address (SONA), President Rodrigo Duterte said in a press conference that he would “bomb Lumad schools” over allegations that they are built by the New People’s Army. The pronouncement forced students and communities to stay in sanctuaries while institutions such as UCCP Haran and UP Diliman hosted “bakwit” (evacuation) schools.

September 5 — 19-year old Salugpungan student Obello Bay-ao was murdered by CAFGU and Alamara members in the community of Sitio Dulyan. The suspects remained to be at large.

November 2018

18 Salugpongan teachers, and delegates of a National Solidarity Mission headed by former Bayan Muna Party-list Representative Satur Ocampo and ACT Teachers Party-List Representative France Castro was detained and charged with kidnapping and trafficking. The group was headed to help rescue the students and teachers the Salugpongan campus in Sitio Dulyan who fled after the paramilitary Alamara forcibly closed their schools.

The group, called “Talaingod 18” was granted bail as their case continues.

2019

July 8 — The DepEd Division released a memorandum calling for the suspension of 54 Salugpongan schools. The issuance was based on the recommendation of National Security Adviser Hermogenes Esperon Jr. that accused the school of not following the DepEd curriculum and teaching “ideologies that advocate against the government”.

July 22 — The Salugpongan schools submitted a reply to the DepEd order, firmly denying all the allegations. They also questioned the agency’s issuance of such order “without following due process”.

September 2019

In defiance to DepEd’s order of suspension, the school continue their operations for its students, re-opening “Bakwit schools” in UCCP Haran, and in University of the Philippines-Diliman in Quezon City for this school year.

October 7

DepEd Region 11 issued its final resolution calling for the closure of all Salugpungan schools. It claimed the basis on their fact-finding mission that verified Esperon’s claims and cited other instances that the schools did not comply with DepEd standards and curriculum. # (davaotoday.com)

Pagpapasara sa 55 Lumad Schools, binatikos

Sumugod sa opisina ng Department of Education (DepEd) Central Office sa Pasig City noong Hulyo 17 ang mga progresibong grupo para batikusin ang desisyon ng ahensiya sa ginawa nitong suspensyon sa 55 kampus ng Salugpongan Ta’ Tanu Igkanogon Community Learning Schools sa Southern Mindanao.

Ayon sa Save Our Schools (SOS) Network, malinaw na hindi suspensyon ang layunin ng DepEd kundi tuluyang pagpapasara sa mga nasabing eskwelahan.

Mababaw umano ang basehan ni DepEd Secretary Leonor Briones na suspensyon at batay lamang sa salaysay ni National Security Adviser Hermogenes Esperon Jr.

Dagdag pa ng SOS Network, ginagawang lehitimo lamang ng DepEd ang walang humpay na pag-atake ng AFP sa mga eskwelahan ng Lumad.

Marami na anilang paaralang Lumad ang pwersahang ipinasara ng militar sa mahigit dalawang taon ng martial law sa Mindanao. (Music: News Background Bidyo ni: Joseph Cuevas/ Kodao)

Teachers’ plaint

By Luis V. Teodoro

Teaching is not about money but about public service, Education Secretary Leonor Briones told her constituents [at the start of the new school year last month].

She was right — at least about the public service part.

Teaching is also a job and not volunteer work. One has to have certain qualifications to teach, in exchange for which the successful applicant correctly expects to be justly compensated. Doing a public service job to get which one has to have a college degree and pass a government examination means getting paid for it. Briones and her fellow bureaucrats themselves are at the very least as much for the money as for the opportunity to serve the public, and it is simply not fair to expect teachers not to demand that they be paid fairly for the work they do.

Briones was nevertheless implying that teachers are in the profession only for the money. Adding insult to injury, she went on to say that the teachers of Bacoor High School’s converting a toilet rather than one of their laboratories into a faculty room was intended for “dramatic” effect. Their own principal disparaged those teachers by saying they don’t need a faculty room to rest in, in apparent ignorance of the fact that such facilities are not for rest, but for providing teachers the opportunity to discuss academic issues among themselves and to learn from each other.

Image by ACT

Briones, whom one media report said has taken a “hands off” stance on the issue, was responding to questions on the demand of public school teachers for salary increases, which they’ve been asking for, and have been denied, for years. Numbering 800,000 nationally, public school teachers comprise the largest group of employees in government service. But even their number and the fact that by law, education gets the largest allocation in the budget annually, have not benefited them much.

Then President Benigno Aquino III did raise through Executive Order 201 the salaries of civilian and military government employees in 2016 before his term ended. But what teachers received was only a very small 11.9 percent of their then salaries compared to the 233 percent increase in the pay of the President of the Philippines. As most Filipinos know by now, the P20,500 per month most teachers are still getting today is barely enough to support their families because of the huge increases in the inflation rate since 2017. Despite the lip service politicians paid teachers during the last mid- term elections, education is not their first priority.  Keeping themselves in power is — hence policemen and soldiers’ being paid twice the salaries teachers make.

Compared to 2016, the salaries teachers receive can purchase today even less of the goods and services they need to live with some dignity and freedom from worrying where to get the money for junior’s college tuition, or the hubby’s prostate operation. And yet as financially troubled as many are, some teachers provide out of their own shallow pockets the chalk, pencils, paper and other needs of their charges government cannot always provide, while they cope with the daily horrors of overcrowded classes, makeshift classrooms and even the lack of such basic instructional necessities.  Some teach hundreds of students in as many as three shifts a day. Others even provide their poor students the nutritious food their parents can’t afford.

Teaching may be a public service, but the compensation teachers receive is hardly commensurate to the multiplicity of tasks they are called upon to perform. Those tasks include not only teaching a multitude of subjects and being at the forefront of the national imperative of making every Filipino at least literate and numerate. They also have to entertain their superiors when these visit their schools, perform election duties every three years, and be model citizens for the entire community.

But the most crucial teacher’s task of all is that of awakening the love of and respect for learning among the young, in preparation for their assuming the roles of leaders, citizens, professionals and productive members of society. But no administration seems to have recognized this enough to provide teachers, most of whom are surviving from pay check to pay check and are heavily indebted, the salaries that that mandate demands.

ACT photo.

Then Davao City Mayor Rodrigo Duterte did promise to raise teachers’ salaries in 2015 when he was thinking of running for President. He has since promised it eight more times since he came to power, but it hasn’t happened. Instead he’s raised the salaries of police and military personnel without any prodding, apparently because he thinks them the guarantors of his remaining in office until 2022 – or even beyond, should plans to trash the current Constitution and to replace it with one more to his and his accomplices’ liking materialize.

In addition to teachers’ being overworked and underpaid, the police and military establishments that Mr. Duterte so obviously favors have even red-baited the biggest teachers’ organization in the Philippines, the Alliance of Concerned Teachers (ACT).  The Director General of the Philippine National Police himself challenged ACT members to prove they’re not in a Communist Party of the Philippines “front,” and even tried to prevent their serving as members of the Board of Election Inspectors during the last elections.

The inevitable conclusion one can draw from all these is that, focused as it is on the preservation of personal, familial and class interests, like its predecessors the current regime not only has education as a last priority.  Although its bureaucrats can hardly articulate that thought, teaching is also thought to be a threat because teachers preside over the first encounter with learning and knowledge of the country’s young. In the minds of this benighted country’s ruling elite it can mean arming the next generations with such nonsense as the need for change and even revolution.

Not that that is an entirely mistaken view. As seemingly hackneyed as the cliches “Knowledge is Power” and “The Truth Shall Set You Free” are, they do say something that all human history and experience have demonstrated is true enough. Knowledge is indeed empowering: it provides people the understanding of their political, social and economic environments that can enable them to intelligently evaluate, and if necessary change them. By providing men and women the intellectual means to shape their own destiny and the society they live in, the truth liberates them from the vagaries of chance and the shackles of ignorance.

In the 1950s, in response to McCarthyite persecution of universities in the United States, rather than deny their commitment to change, progressive academics affirmed the imperative for true higher learning to question the political, economic and social structures of their time. The capacity to do that is ideally implanted in the brains of the very young when they enter the educational system, and through  the teachers who first introduce them to the world of learning, whether  the ABCs, arithmetic, literature, geography or any other field of knowledge.

In their heart of hearts the rulers of this sorry land know how dangerous to them —and to injustice, inequality, poverty and mass misery — true knowledge can be. Keeping teachers disadvantaged and indebted while pampering the police and military is only one of the ways through which they protect the unjust order that for far too long has kept them in riches and power.

Also published in BusinessWorld.

Teachers reporting more toilets converted to faculty rooms

The Alliance of Concerned Teachers (ACT) revealed more cases of teachers holding offices inside toilets in response to Department of Education (DepEd) secretary Leonor Briones’ dismissal of such reports as mere “drama.”

ACT said it received reports and photos from Maligaya High School, Sergio Osmeña High School, Bagong Silangan Elementary School, and Quirino High School in Quezon City as well as from Villamor High School and Calderon High School in Manila that toilets have been converted to faculty rooms.

“Common to the cases is that teachers chipped-in their own money to have the CRs (comfort rooms) remodelled and furniture provided so that they may have a space to do duties outside of actual teaching,” ACT chairperson Joselyn Martinez said in a statement.

Briones dismissed as theatrics a teachers’ Facebook post Monday showing they have transformed an unused toilet after vacating their faculty room due to classroom shortages.

“They had their choice they could hold their office in the laboratory rooms but of course it is more dramatic, it is more touching if you hold it in toilets,” a peeved Briones told reporters in an interview.

Bacoor National High School (BNHS) faculty association president Maricel Herrera is reportedly being threatened with an administrative case and cyber libel by her own principal Anita Rom for “damaging the image of the school and DepEd.”

ACT, however said, BNHS’ is not an isolated case as more teachers are coming out to speak out about their same situation.

Martinez added that teachers were compelled to set up makeshift faculty rooms in toilets and in stairwells.

Martinez also dismissed Briones’ claim teachers may use laboratories, libraries, conference rooms and other areas in schools, saying those rooms have their own purpose and must not be used as teachers’ lounges.

ACT also slammed Briones refusal to support their call for salary increases in accordance with President Rodrigo Duterte’s campaign promise.

In response to teachers’ demands for at least a P10,000 monthly salary hike, Briones instead said that the profession is “not all about the money.”

“Sec. Briones’ tirade against teachers proves that DepEd does not intend to give teachers any dignity. First, they neglect us in schools by not providing us a proper office, then they oppose our just call for better pay,” lamented Martinez.

“Nowhere in any government agency will you see that employees take out from their pockets what is needed to repair government facilities. Teachers do it because they don’t have much choice and out of their vocation. This is one proof that we are not money-driven,” Martinez explained.

ACT added that teachers are the last that should be lectured about vocation and Briones herself should be the last person to do so since her Php3.9 million 2018 income strips her of any moral ascendancy on the matter.

“Unlike her, teachers live on poor pay but our dedication to our students and to the country drives us every day to continue teaching and make up for the government deficiencies, even if that means ending up deep in debt and with no pension left to support us when it’s our time to rest,” Martinez said.

“We don’t deserve to be painted as a whiny, selfish, materialistic bunch for asserting our rights. Maybe that is why the secretary would not support our call for pay hike, she thinks very lowly of us,” she added.

ACT challenged DepEd to a dialogue.

“We have been trying to hold a dialogue with you but have been ignored since February,” Martinez said. # (Raymund B. Villanueva)

Hindi Ako Maglo-Loan (Petmalu na joke)

Ni Jocelyn C. Tripole

Hindi ko alam paano simulan
Baka maraming magtaasan
Wala pong personalan
Hindi po ako exempted sa listahan
Huwag po magtaka para-paraan
Ang aking joke gusto ko pong simulan.

Hindi ako maglo-loan
Kahit pilipitin hindi makiki-isa
Ayoko makiuso sa mga kasama.
Unang taon sa eskwela
Kasama ang pisara
May darating daw na bisita.
So, ang naging resulta
Nag-loan ang maestra
Kasi ang room dapat pleasing sa mata.
Hindi ako maglo-loan
Ayoko nang sundan pa
Tama na ang isa,makaahon na sana
Sa dami ng reports at paperworks
Dapat nakikisabay ka
Printer, computer, laptop
In-demand naman talaga
Kaya sa bangko doon ako nagpunta.

Hindi ako maglo-loan
Ayoko na! Ayoko na!
Konting-konti na lang ang natitira
Hindi nauubos ang aking pasensya
Seminar, training , coaching
Hindi ka pwedeng magpa-bitin
Kaya sa bulsa mo, dukot-dukot pa rin
Ang classroom, dapat home-na-home ang dating
Take note: galing pa rin sa bulsa namin
Ang garden at reading ating pagandahin.
So, loan ulit naging solusyon natin.

Hindi ako maglo-loan
Pero may bahay na mareremata
Ang anak na ospital pa
May tuition fee na umaarangkada
Mura na lang talaga ang mura
Oo, isa kang paasa
Si kuya kailangan ng puhunan
Si ate manganganak na naman
Wala nang maintenance ang aking magulang
Si bunso kailangan din damitan
May lupang dapat interesan
May utang na dapat bayaran
Kuryente, tubig nagtaasan
Kaya ang bangko ang naging takbuhan
Sa tuwing may dinaramdam si ma’am
So, ‘wag nyo kong husgahan
Kung ang pay slip aking inaabangan.

Hindi ako maglo-loan
Joke ko lang naman yun
Kung gusto mong seryosohin
Bahala ka na dun.

Habang hindi tinataasan
Ang sweldong nakalimutan
Hindi ako maglo-loan
Habang buhay kong joke un
Pwede mong seryosohin
Bahala ka na tsong!

 

(Ang makata ay isang guro sa Bulacan. Kahapon, nag-protesta ang mga guro sa pangunguna ng Alliance of Concerned Teachers sa punong tanggapan ng Kagawaran ng Edukasyon laban sa pagtanggal ni Kalihim Leonor Briones sa net take home pay ng mga pampublikong guro upang masigurong mayroon silang maiuuwing apat na libong piso man lamang kada buwan.)

Teachers slam DepEd’s anti-teacher statements and policies, demand salary increase

Report and photos by Denver Del Rosario of UP-CMC for Kodao Productions

PASIG CITY—Teachers from the National Capital Region (NCR) staged a protest at the Department of Education (DepEd) yesterday to denounce Secretary Leonor Briones for her anti-teacher remarks and policies.

“She reiterated her insensitive statement that teachers are well-compensated and shall not receive local allowances and additional teaching supplies allowances,” Alliance of Concerned Teachers (ACT)-Philippines Chairperson Benjamin Valbuena said.

Bonifacio Memorial Elementary School teacher Reynaldo Ga also slammed Briones saying the official is lying about teachers’ salaries.

“She is really a liar because deductions from our salaries are enormous. In my case alone, P3,000  is being deducted from my salary,” Ga said.

DepEd said entry level teachers receive a gross salary of P24,399 per month which includes their basic pay, Personal Economic Relief Allowance, and personal benefit contributions such as GSIS, Philhealth and PAGIBIG, among others.

ACT-Philippines, however, said teachers only take home P16,000 after tax and contributions.

The amount is less than half of the Ibon Foundation-announced monthly living wage of P33,570 for a family of six.

Martinez said Briones shot down their proposal to have their chalk allowance increased from P2,500 to P5,000.

Teachers are forced to spend their own monies various school events and requirements, Ga added.

“During summer breaks when we are supposed to be on vacation, DepEd forces us to attend so many seminars that we have to pay for ourselves,” Ga revealed.

“Teachers are really being made to suffer a great injustice as we were only given a measly P500 salary increase these past two years,” ACT Teachers Party’s Joy Martinez said.

According to Martinez, Briones also rejected other suggestions to increase teachers’ salaries.

Briones was among three cabinet secretaries who issued DepEd-DBM-DILG Joint Circular No.1 S. 2017 that prohibits the use of the Special Education Fund for the teachers’ local allowance.

The teachers said Briones has yet to hold a dialogue with the teachers regarding their salaries and benefits.

“We already wrote to her several times, but she refuses to talk to us.  She is close-minded as she only favors private businesses over the public,” Martinez said. #